Play & Folklore: Subject and Author Index (Issues 1-55)

Total Page:16

File Type:pdf, Size:1020Kb

Play & Folklore: Subject and Author Index (Issues 1-55) Museum Victoria Play & Folklore Subject & author index (issues 1-55) Play & Folklore (formerly the Australian Children's Folklore Newsletter) SUBJECT & AUTHOR INDEX (issues 1-55) Specific individual games, rhymes etc can be found within this overall alphabetical subject & author index. 1) Unsure of the specific name or title of some game, rhyme, song, marble you seek? As a memory jolt perhaps you can pinpoint it within a separate specialised CATEGORY INDEX. These list just the names (or first lines) of items in that genre and where it appears in the Play & Folklore newsletters (including issue/page locators). We currently have CATEGORY INDEXES for: - Games - Rhymes - Songs - Parodies - Taunts and teases. You will also find reminders of these CATEGORY INDEXES at suitable places in this subject & author index. 2) References throughout are to the Newsletter issue # : page #. 3) Specific (or even general) suggestions or corrections are welcomed to assist improvements in this index as it is regularly updated. 1, 2, 3 - & your old girl back (1920s Toodlembuck chant) 3: 3-4 47: 15 - Mother caught a flea... 32: 10 - Nanny... 24: 6 [rhyme: counting out] - 4, 5 14: 6 [rhyme] 10-12 year olds in the playground 24: 11 10-13 year olds, privacy spaces for 24: 12 1364 manuscript [Bo-Peep, Peek-Bo or Peep-Bo] 17: 4 1100s, Chinese games in 51: 6–10 52: 13-17 1500s, Chinese games in 52: 13-17 1700s - 1744 nursery rhymes: Tom Thumb’s pretty song book 14: 6 - 1784 nursery rhymes 14: 6-8 - nursery rhyme publications 17: 4 - sonnets for the cradle 14: 6 1800s - Northumberland (source of Toodlembuck?) 4: 7 - nursery rhyme publications 17: 5 - knucklebones were longer games with longer verbal rituals 30-31: 5 - social reformers promoted schools & playgrounds 33: 4 - Tip cat 27: 2 [game] [British Isles] see also Ti moggie 1842 15: 13 1844-1944 25: 3-5 [West Australia] 1860s 10: 4-6 24: 6-7 [counting out rhymes] 1860s Adelaide 27: 3-4 1871 Young Australian’s alphabet, The 24: 2 A Hill Associates service 25/8/15 1 Museum Victoria Play & Folklore Subject & author index (issues 1-55) 1879 Australian ABC book, The 24: 2 1880s Knights of Spain 6: 4 [game] 1880s Wales childhood 53: 26 1890s-1930s 22: 5-9 23: 14-17 - jokes 23: 15 - South Australia 22: 5-9 23: 14-17 1891 first Australian rhymes book 24: 2 1898 Johnny & Jane & Jack & Lou... 1: 5 [singing game] 1900s 7: 3 8: 9-12 12: 4-8 23: 10-12 [Jacks] -early 1900s 3: 3 9: 9-12, 10: 10-14 11: 7 41: 9 [Carlton North] -late 1900s 23: 6 1910s 4: 4 5: 9-14 7: 5-7 12: 4-7 15: 6-11 18: 15-25 - schoolboy collections 18: 15-25 - schoolgirl collections 20-21: 4-13 - jumping rope 28: 9 [Melbourne] see also WW1 1914 24: 6-7 [counting out rhymes] 1917 24: 3-5 [Bulletin] 1920s 6: 10 11: 3, 6-9 20-21: 27, 34 - counting-out rhyme 20-21: 27 - Don’t care… 20-21: 27 [rhyme] - NSW herbal folklore 29: 5-6 - poems 16: 14-15 - Sydney: Ring a ring a rosey... 28: 6-7 [rhyme] [Geelong region 1960s-90s] - I spy with my little eye [game] [UK] [Geelong region] 28: 6 1930s 12: 2-3 20-21: 26 23: 10-12 - Qld 22: 10-12 26: 16[Caboolture] - WA 22: 13-15 23: 8-10 - milk caps 27: 1 [game, USA] 1930s, late 23: 16 1930-40s rhymes 25: 10-11 [UK] 1930s–90s 51: 3–5 1940s 4: 4 9: 5 11: 12-13 15: 11-12 33: 10-13 - games in Cyprus 11: 12-13 - games in Victoria 19: 12-13 - Bairnsdale, Vic 26: 14 - Gippsland Vic 26: 14 - Toodlembuck in Flemington 4: 1 (Vic) [1948] 1950s 9: 5 15: 6 33: 10-13 - Danish counting-out rhyme 25: 17 26: 16 - basketball game 11: 12-13 - chant 13: 11 - football 55: 6-8 - games 4: 7 - marbles 22: 19-23 - Swedish counting-out rhyme 25: 17 26: 16 1960s, late 4: 2, 3 1960s-90s Geelong region: Ring a ring a rosey... 28: 6-7 [rhyme] [Sydney 1920s] 1970s 13: 10-16 15: 1[US] 20-21: 21-23 - rhymes 25: 8-10 (UK) 20-21: 21-23 West Ryde (Sydney) 1970s, late: Thwackers & game evolution 25: 5-7 (Sydney) 1975 Eeny meeny miney moe... 27: 7 [rhyme, changes to] 1979 ACFC established 9: 1 A Hill Associates service 25/8/15 2 Museum Victoria Play & Folklore Subject & author index (issues 1-55) 1980s 4: 4 15: 2-3 - British folklore bibliography 9: 8 - rude rhymes 14: 4 - songs/rhymes/parodies 13: 10-16 1988 marbles’ names 27: 10 [Alphington Vic] 1990s 22: 2-3 (European rhymes) 1990s collecting habits 30-1: 19-20 [boys] 2000s, Chinese games in 51: 6–10 2009 Qld schoolyard games 53: 15-16 2, 4, 6, 8, 10... 24: 6 [rhyme: counting out] 4-6 year olds in the playground 24: 11 5-6 year olds love ‘cubbies’ 24: 12 6-8 year olds confronted by changing fixed playground features 24: 12 7-9 year old girls 22: 4 [Perth] 8-10 year olds, elevated socio-dramatic play areas for 24: 12 8-9 year olds in the playground 24: 11 9-13 year old boys’ collecting habits 18:15-25 [Sydney][1910] 30-1:19-20 [Melbourne] [1992] 10-11 year olds’ games 7: 9 A A - Farmer’s Life [recitation] 16: 14 - friend lost a kangaroo... 3: 5 [rhyme] [English] [Greek] - Guide to Australian Folklore by Gwenda Beed Davey & Graham Seal 43: 20 [photo] - house to let... 10: 10 [skipping chant] - kid in our house this morning... 48: 18 [Qld] [rhyme] - little baby’s crying... 3: 5 (rhyme) [Serbo-Croatian version] - man sat down by the sewer... 46: 17 - pound of tea at 1 & 3, a tin of marmalade jam... 33: 13 [rhyme] - sailor went to sea sea sea 13: 14 [illus] [1980s] [music] - sailor went to sea... [handclapping chant] 42: 15 43: 5 49: 3 ABC [skipping rhyme] 13: 3 ABC...Out the door... (rhyme) [English] [Greek] 3: 5 Abdo, Lee-Anne 49: 12-5 Aboriginal - boondi-throwing 34: 6 55: 13 - but European-like games 9: 15 - children’s games 34: 4-6, 8-9 - children’s play (Vic oral history project) 34: 4-6 51: 3–5 - children's games 9: 13-15 19: 11-13 29: 10-13 32: 13 34: 4-6, 8-9 55: 13 - egging 55: 12 - football 9: 13 12: 8 [1900s team] - hole game 28: 8 - men skipping 44: 4 - mud switches 34: 6 51: 3-4 [photo] 55: 12 - nulla-nullas, making 34: 6 - poem 8: 9 - rabbit hunting 55: 13 - rude rhymes/jokes 28: 8 29:12 - skills admired 22: 10 (Qld) (1930s) - spears, making 34: 6 - string figures 11: 10 14: 14 - string games 30-31: 24 32: 13 33: 14 34: 4 - version of marbles 29:12 [Torres Strait] Aboriginals - as first string figure-makers 32: 13 A Hill Associates service 25/8/15 3 Museum Victoria Play & Folklore Subject & author index (issues 1-55) - with tin truck toys 33: 14[photo] acacia tree flowers 29: 5 academic success 48: 6-8 accuracy of spit 40: 5 ACFC see Australian Children’s Folklore Collection Acker backer...[rhyme] (tobacco variant of Ikka backa...) 27: 12 Ackerley, Janice 42: 4-8 49: 7-12 action rhymes in fast food advertising 49: 11 actresses, cards of 14: 3 Adams, Eleanor 9: 13-15 admonitions 8: 8 adult - contexts for children’s play 50: 5–11 - intervention 12: 1 - recollections of childhood games/pastimes 16: 25 adult-child relationships, historical & contemporary 17: 3-4 adult-initiated - folklore activities 41: 4 - gameplay 26: 15 adults & children, played by both 9: 15 Advances in child development see National child development conference, First adventure playground 39: 1-3 aerobic games with rhymes 44: 4 Aesop Prize 26: 18 - AFS Children’s Folklore section criteria 25: 2-3 - nomination criteria 26: 17 aesthetic sensibilities 9: 4 affective development, humour aids 26: 7 agates 33: 11 - specific type of marbles 4: 3 - synonym for marbles 40: 7 41: 6[photo] aggot or aggie see agates Agricultural Show, Royal (Melbourne) 11: 1, 8 AIDS chasey game 26: 16 (Denmark, Norway & England) alarm clock reset [taunts & teases] 1: 4 Albert Park Primary School (Vic) 29: 14 Albert Street Primary School [Moe Vic] 30-31: 12-15 Alien tiggy 28: 2 [game] All children...except... 22: 2-3 [rhymes, rude] All in the Well (Northumberland 1800s game), Toodlembuck a possible adaptation of 4: 7 All in together (skipping game) 5: 12 All Our Children [BBC film] 19: 1 All right, Vegemite! 7: 4 14: 13 15: 3 - as censorship target 24: 6 All the boys...except... [rhymes, rude] 22: 2-3 alleys 33: 11 47: 16 - bag 54: 6 - bottle 54: 6 - game, marbles 4: 3 - marbles, type of 7: 6 17: 7 see also marbles Allir i leik (Iceland) 54: 8-9 alphabets, comic schoolyard 20-21: 14 Alps Road Elementary School (Georgia, USA) 5: 16 Alsop, Pat 20-21: 1 ambiguities & ironies 9: 4 American A Hill Associates service 25/8/15 4 Museum Victoria Play & Folklore Subject & author index (issues 1-55) - Association for the Child’s Right to Play (2004) 50: 6 - back-kick 28: 9 [1910s Melbourne] - children's folklore by Simon Bronner 19: 13-15 20-21: 34-35 - Children's Folklore Newsletter 9: 8 - Folklore Society [conference] 17: 1 25: 2-3 - Jacks 17: 16 Anglo-Cymric counting systems 49: 7 animals, mimicking birds & 9: 13 animism, Vietnamese 18: 7 Anna Dia-ana [games, clapping] [international] 27: 5 Annotated Mother Goose by William & Ceil Baring-Gould 17: 3-6 Appalachian syndrome, Australia possible instance of the 17: 6 Apple pie, cherry pie..
Recommended publications
  • Physical Education
    CURRICULUM PHYSICAL EDUCATION (CLASSES I-V) ENDURANCE Football Basketball Hockey Cricket Volleyball Kabaddi Kho-Kho Badminton Tennis Swimming Athletics Gymnastics Malkhamb Atyapatya Lazium Research Development and Consultancy Division Council for the Indian School Certificate Examinations New Delhi _______________________________________________________________________________________ © Copyright, Council for the Indian School Certificate Examinations All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate Examinations. Physical Education hysical Education holds a significant place in the school curriculum. It is essential for the overall development of children. It focuses on developing physical fitness and the ability P to perform day-to-day physical activities with ease. Participation in physical activities helps in the development of gross motor and fine motor skills. It also fosters development of desirable values and attitudes, while providing an opportunity to children of all abilities to participate in developmentally appropriate and enjoyable activities with their peers. This curriculum has been developed with the focus to train the body and mind and to develop self- discipline of every child. It aims to provide an open, flexible and balanced programme for children, featuring a variety of movement experiences, besides imparting systematic instruction in physical exercise, sports and games, which will benefit them throughout their lives. The curriculum at the primary level will help the children to acquire, develop and improve fitness and sports related skills from basic to advanced level.
    [Show full text]
  • 2014 Festival Catalog
    welcome For many years, we have worked together to build places for exploring the erotic, for meeting Eros, within ourselves and others. And we have seen the transformation that happens when people are allowed (encouraged) to encounter and Reveal true, authentic selves. We have built places that not only tolerate who we really are, but go further and accept who we are. And go further even, and celebrate our true essence. How can we know, really know, who we are if we keep so much hidden? How can we move freely, heartily through life while carrying the burdens of “unspeakable” secrets? We cannot fully love and profoundly affect our world, until we have met our real selves. And so, we offer Reveal as a promise and an invitation. Let us show you who we are, and perhaps you will reveal yourselves to us, too. We would be honored. Through art, let us reveal to you some possibilities. Let our artists lay a welcome mat; come explore–the light & dark, the soft & hard, the profane & profound. Stare, gawk, study, giggle. Stay as long as you dare, dare yourself to stay longer–past comfort, and back again. We bring you Seattle Erotic Art Festival to use as your bridge to authentic selves. Reveal. Because Eros’s love is in you, and we want you to know it. Through art, let us meet each other, and ourselves. With love and honor, Sophia Iannicelli and Leila Anasazi Seattle Erotic Art Festival 2014 ii juried exhibition juried exhibition The Festival is known worldwide for its comprehensive collection of international fine art celebrating the diversity of human sexual expression.
    [Show full text]
  • Self, Other, and Jump Rope Community: the Triumphs of African American Women
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Self, Other, and Jump Rope Community: The Triumphs of African American Women Wynnetta Ann Scott-Simmons Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Scott-Simmons, Wynnetta Ann, "Self, Other, and Jump Rope Community: The Triumphs of African American Women" (2007). Electronic Theses and Dissertations. 507. https://digitalcommons.georgiasouthern.edu/etd/507 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. SELF, OTHER, AND JUMP ROPE COMMUNITY: THE TRIUMPHS OF AFRICAN AMERICAN WOMEN by WYNNETTA SCOTT-SIMMONS (Under the Direction of Ming Fang He) ABSTRACT Using Critical Race Theory, Critical Literacy, Black Feminist Thought as a theoretical framework and Oral History as research methodology, the lives of four young African American women are explored as they leave their culturally insular surroundings, “Jump Rope Communities”, to seek access to the codes of power and registers of language in all-White, all-girl, elite private schools during the late 1960’s and early 1970’s. In capturing the memories, perceptions, and lived experiences of these women over thirty years later, the journey into a world of divergences was explored--divergent language codes, divergent social, cultural, and economic stratifications, and divergent linguistic expectations, behaviors, and dispositions.
    [Show full text]
  • Playbook Games (PDF)
    ® PLAYBOOK V P1 Games P1 500 P11 Kick the Can P1 Anti, Anti i-Over P12 Obstacle Course P2 British Bulldogs P13 Ocean Crossing P2 Capture the Flag P13 Octopus Tag P3 Cat & Mouse Tag P14 Pin Guard P3 Crows & Cranes P14 Red Light, Green Light P4 Dodgeball P15 Scavenger Hunt P4 Flying Disc Golf P15 Sky Ball P5 Fox & Geese P16 Sledding & Hill Play P6 Freeze Tag P17 Spud P6 Giants, Wizards & Elves P17 Swipe P7 Hopscotch P18 Ten Pass Keep Away P7 Horse P19 Terminator P8 Ice & Skating Games P19 Treasure Hunt P9 Ice Castle Capades P20 What Time Is It, Mr. Wolf? P10 Jump Rope Games P21 Safety Tips P23 Adaptations for Children with Disabilities ®Saskatchewan Blue Cross is a registered trade-mark of the Canadian Association of Blue Cross Plans, used under licence by Medical Services Incorporated, an independent licensee. Push2Play is a registered trade-mark of Saskatchewan Blue Cross. HOW TO PLAY: Choose 1 player to be the first thrower. The rest of the players should be 15 to 20 steps away from Players the thrower. 3 or more The thrower shouts out a number and throws the ball toward the group Equipment so everyone has an equal chance of catching it. Ball The player who catches the ball gets the number of points the thrower shouted. The thrower continues to throw the ball until another player makes enough catches to add up to 500 points. This player now becomes the thrower. CHANGE THE FUN: If a player drops the ball, the points shouted out by the thrower are taken away from the player’s score.
    [Show full text]
  • Chaucer and Bawdy
    Chaucer and Bawdy G. R. Simes RANCE. Had you committed the act you wouldn't now be facing the charge. PRENTICE. I couldn't commit the act. I'm a heterosexual. RANCE. I wish you wouldn't use these Chaucerian words. It's most confusing. Joe Onon, What the Butler Saw (1969), p. 55. The reputation of a medieval poet is such that a successful dramatist of the 1960s could rely on the mere mention of his name to convey to the audience of the play the ideas of naughtiness and bawdy. Presumably the expansion of senior-secondary and tertiary education after World War II, the gradual relaxation of sexual mores, and the ready availability of a lively translation of the Canterbury Tales had all been factors_ that contributed to a popular dissemination of Chaucer's reputation for bawdiness. If that is so, it occurred in the absence of scholarly activity and interest in the topic. It is true that Chaucer shares with Shakespeare the singular honour of having a book devoted to his bawdy; yet that book was published as recently as 1972 and, modelling itself on Partridge's pioneering work on Shakespeare, takes the form of discursive glosses, apart from a brief, conceptually uncritical introduction. I In general, before the later 1960s, while many medievalists privately took pleasure in Chaucer's treatment of sexual and excretory matters, they did not write upon this aspect of his work with the same unembarrassed candour that the poet himself had shown. Among general readers this aspect of Chaucer, and to an extent Chaucer's very name, was very often an occasion for sniggering.
    [Show full text]
  • 2021 Summer Day Camp @ - Elkhart Elementary
    2021 SUMMER DAY CAMP @ - ELKHART ELEMENTARY THIS WEEK AT THE Y WEEKLY THEME: BACK TO THE FUTURE CAMPERS & FAMILIES - WEEK OF: May 31st-June 4th NO YMCA on Monday, May 31st. Memorial Day! FIELD TRIPS & SPECIAL EVENTS: June 1st - First Day of Camp! Everyday-Please make sure to bring a Mask, Lunch, 2 Snacks, Water Bottle, Closed Toed Shoes and Sunscreen. Friday– Magic Rob SITE HOURS CONTACT US 6:30 AM—6:00 PM Director - Maria Leon [email protected] Assistant Director - Carmen VISIT US ONLINE https://www.denverymca.org/programs/youth-programs/summer-day-camp WHAT TO BRING EVERYDAY Water Bottle, Shoes w/ closed toes, Sunscreen, Lunch, AM & PM Snacks MONDAY WEDNESDAY FRIDAY TUESDAY THURSDAY 6:30-8:30 6:30-8:30 6:30-8:30 6:30-8:30 Open Camp Stations Open Camp Stations Open Camp Stations Open Camp Stations NO CAMP Coloring, Coloring 9:00 Coloring, Coloring, - CAMP Building Games Building Games - Building Games Building Games 6:30 Board Games Board Games Board Games Board Games PRE CAMP OPENING CAMP OPENING CAMP OPENING & AM SNACK & AM SNACK & AM SNACK CAMP OPENING CAMP OPENING & AM SNACK AM ROTATIONS & AM SNACK AM ROTATIONS 9:00-9:30AM 9:00-9:30AM AM ROTATIONS AM ROTATIONS 9:00-9:30AM Snack and Camp Opening 9:00-9:30AM Snack and Camp Opening NO CAMP Snack and Camp Opening 9:45-11:45 Snack and Camp Opening 9:45-11:45 9:45-11:45 Craft– Pictures Frames 9:45-11:45 Cooking– Root Beer Floats Craft– CD Disco Ball Gym– Freeze Dance Craft– Loom Bracelets 12:00 Gym– Brake Dance — Outside– Dress up Relay Gym– Double Dutch Gym– 60– Second Contest Objects
    [Show full text]
  • J.A.M. (Jump and Move): Practical Ideas for JR4H Heart Links Instant
    J.A.M. (Jump And Move): Practical Ideas for JR4H Chad Triolet – [email protected] Chesapeake Public Schools 2011 NASPE Elementary Physical Education Teacher of the Year www.PErocks.com www.noodlegames.net www.youtube.com/user/NoodleGames Heart Links Heart Links are a great way to make some connections for students regarding fundraising and the importance of exercise in building a strong and healthy heart. We use this activity during our Jump Rope for Heart week as a “rest station”. Students complete one heart link each class period and are asked to write down one thing they can do to be heart healthy or a heart healthy slogan. They can decorate them if they would like and then they place them in a basket so that the links can be put together. During class, we connect some of the links then talk about the links at the end of the class as a culminating discussion about the importance of fundraising and exercise. Fundraising – Sometimes a small amount of money does not seem like it makes a difference but if you use the heart chain that is created as an example, students realize that when the links are added together they make a huge chain that goes around the gym. So, every little bit of money collected, no matter how small, adds up and can make a difference. Exercise – In much the same way, daily exercise doesn’t seem like it would have a big effect on how healthy your heart can be. The visual of the heart chain helps the students understand that if you exercise each day, it adds up and builds a strong and healthy heart.
    [Show full text]
  • Winter Sliding Rules
    WINTER SLIDING RULES 1. All students must have snow pants on. 2. School sliders only allowed. Students are not permitted to bring sleds, GT's or sliders of their own to school. 3. No standing on crazy carpets. 4. One person at a time only on the slider. 5. All students must vacate the hill when supervisor's whistle blows. (Whistle will blow 3-4 minutes before bell time.) 6. Students are responsible for returning their slider to the helpers at the bins. 7. Students are not allowed on the far side of the sliding hill - only on the main area where there is constant supervision. 8. Students will be expected to walk up the hill in the designated areas. Play safe, follow RRC expectations, and have fun! Check out our school website at: www.sd57.bc.ca/school/ronb Contact: Mr. Lawrence Originally created by Mr. Lawrence in 2005 for the Playground Program. Teaching students how to play! Reprinted and added to Ron Brent website 2014. STEAL THE BACON /TRY Welcome: Whether you are a staff member, parent, or student (also known as “Get Three”, “Try” or “The Steal Game”) we hope that you will feel welcome at Ron Brent School. Where to play: field Outdoor Supervisors: # of players: two teams (unlimited) grade levels: all • vest equipment: 5 hula hoops A beanbags • clipboard/or in vest pocket (gotcha & referral forms) This is a great game. It combines a tremendous how to play: Page # 2 PLAYGROUND MAP cardiovascular workout, agility, strategy and teamwork! It is suitable for all ages. Page # 3 SCHOOL RULES - "O" TOLERANCE Divide the class into 4 groups- if possible, use hoops.
    [Show full text]
  • Physical Literacy at Summer Camp 4-Week Unit for Ages 5 - 8 Years
    Physical Literacy at Summer Camp 4-week unit for ages 5 - 8 years Are you looking to add some physical activity to your summer camp? This collection of physical literacy session plans has been developed for summer camp leaders who are running 4-week programs. It can also be easily adapted for 2- and 3-week camps. Each of these sessions takes about 30 minutes to complete with a group of children. At the end of each session, kids will have enjoyed a series of fun activities while developing their physical literacy. What is physical literacy? Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports. Fundamental movement skills such as throwing, catching, running and jumping are the beginning of physical literacy. Physical literacy is important because it gives kids the confidence to stay active for life. It’s not about being a “superstar athlete”—everyone can learn fundamental movement skills, and everyone can become physically literate! How to use these session plans 1. Decide what time of day that you will run your physical literacy sessions. 2. Review each session plan in advance to ensure that you have the needed equipment. 3. Establish a session routine for the kids (e.g. coming together and listening to your instructions at the start of each session). 4. Make sure that your campers understand your expectations for each session (e.g. stop and start on your signal, put away equipment, etc.). Tips for running a fun session 1. Manage each session so that all of the kids feel included.
    [Show full text]
  • 2 – 3 Wall Ball Only a Jelly Ball May Be Used for This Game. 1. No Games
    One Fly Up Switch 5. After one bounce, receiving player hits the ball 1 – 2 – 3 Wall Ball Use a soccer ball only. Played in Four Square court. underhand to any another square. No “claws” (one hand Only a jelly ball may be used for this game. 1. The kicker drop kicks the ball. on top and one hand on the bottom of the ball). 2. Whoever catches the ball is the next kicker. 1. Five players play at a time, one in each corner and one 6. Players may use 1 or 2 hands, as long as it is underhand. 1. No games allowed that aim the ball at a student standing 3. Kicker gets 4 kicks and if the ball is not caught, s/he in the middle of the court. 7. Players may step out of bounds to play a ball that has against the wall. picks the next kicker. bounced in their square, but s/he may not go into 2. No more than three players in a court at one time. 2. When the middle person shouts “Switch!” in his/her another player’s square. 3. First person to court is server and number 1. No “first loudest voice, each person moves to a new corner. Knock Out 8. When one player is out, the next child in line enters at serves”. 3. The person without a corner is out and goes to the end Use 2 basketballs only for this game. the D square, and the others rotate. 4. Ball may be hit with fist, open palm, or interlocked of the line.
    [Show full text]
  • (2) Sexuality, Obscenity, and Genre in the Merchant's Tale
    The Merchant’s Tale (2) Sexuality, Obscenity, and Genre in the Merchant’s Tale: The Case of Fabliau Marie Turner An essay chapter from the Open Access Companion to the Canterbury Tales (September 2018) The Merchant’s Tale is often considered to be one of the masterpieces of the Canterbury Tales. A lowbrow story told in a high rhetorical style, the tale’s richly allusive fabric interweaves sources and analogues both classical and biblical, Latin, French, and Italian, as well as self-reflexively referencing other parts of the Canterbury Tales; in the Merchant’s Tale, perhaps, we can see the man behind the curtain, the poet Chaucer at work. But in addition to all this high style and erudition, the Merchant’s Tale also has something of a reputation for crude and obscene content: the elderly bachelor Januarie seeks out a much younger bride, May, and, after a series of perhaps less-than-erotic romps, introduces her to a purpose-built sex garden where he hopes they will engage in those acts which are “nat doon abedde” (MerT 2051). Throwing a wrench in the works is May, who naturally has fallen in love with Damyan, a young squire in her household, with whom she hatches a plan to cuckold her husband, now blind. May copies the key to the garden and lets Damyan inside, where he lies in wait in a convenient pear tree. When May declares herself to have a craving for pears, Januarie delightedly assumes that his wife is pregnant and rushes to assist her in climbing the tree in search of the fruit which will satisfy her desire.
    [Show full text]
  • NONCOMPETE GAMES 2018.Cdr
    WHY NONCOMPETITIVE RECREATION? THE ANSWER: COOPERATIVE GAMES The concept behind noncompetitive recreation can be either hard to understand or hard to accept or both! So who needs games nobody loses? Too often games have become rigid, judgmental, too highly organized and excessively goal-oriented. Have you seen children left out, eliminated to sit out, always chosen last, rejected and wondered why? Many children quit organized sports early because of pressure or they don’t feel they are good enough. We need to find ways for plain old fashioned fun Cooperative games offer a positive alternative. These interactive games provide opportunities for challenge, stimulation and success while eliminating the fear of failure. They foster greater communication, trust, social interaction, acceptance and sharing. Children play with one another instead of against one another. As partners instead of opponents we compete against the limits of our own abilities instead of against each other. Everybody must cooperate in order to accomplish the goals or meet the challenge. The beauty of the games lies in their versatility and adaptability. In most cases there is inexpensive or no equipment necessary. Rules need not to be strictly adhered to. Instead of being eliminated, players change roles or sides or teams and keep playing. Players can work out their own details. These games can reaffirm a child’s confidence in their selves and help them in their willingness to try new experiences. You can bring out creativity and even a boldness they never knew they had. The games can help build a “WHY NOT?” Attitude. NEVER lose sight of the fact that the primary reason children play games is to have fun.
    [Show full text]