Let's Move!

Moving in my classroom is interwoven in everything we do. Besides building a movement vocabulary, we use movement to:

• learn classroom routines and procedures
• build a listening vocabulary in various tonalities and meters
• acculturate to new repertoire
• create and improvise
• explore musical concepts (tempo, dynamics, form, expression, etc.)
• acculturate to a variety of styles
• learn to cooperate and work with others

This year, I am refining my movements expectations visual. Here's the new and improved version, condensed on one page. For a free poster set, visit my store here.

1. Steady Feet

For many students, the absence of desks and the abundance of space in my classroom signifies a "free for all" mindset. I discovered that losing balance and tripping is one of the favorite funny things to do in 3rd and 4th grade. To pre-amp it, I added "steady feet" to the movement expectations. Instead of saying "don't fall", or, "you are not allowed to trip", I focus my students on what they should do. "Steady feet" refers to always staying on both feet, whether traveling, moving in stationary space, or freezing movement and holding a shape. We also discuss what to do if students begin to lose their balance. I put the responsibility on the students: "It is your responsibility to make sure you stay on both feet. If you can not safely hold your shape, it is your responsibility to change your shape and regain your balance". 

2. Silent Lips

You might have a poster like this in your classroom. I have also seen my friends display a poster that says, "Music begins and ends with silence", as well as "The most important job of a musician is listening". Listening is paramount to learning music. If students are talking, laughing, or making funny noises when we explore movement, they are not paying attention to my cues, and are missing important music content. "Silent lips" stands for listening silently while moving. I used to say "quiet lips", but then I noticed that "quiet" had a range that could extend all the way up to indoor voices. Switching to "silent" communicates the message more clearly.

3. Sharp Minds

When moving, I prefer to use non-verbal communication. I also tend to teach at a quicker pace because moving things along helps to prevent silliness. My goal is to use as few words as possible. "Sharp minds" stands for paying attention and responding to the teacher at all times while moving, even when the activity is super fun. Some classes need a little extra motivation. In that case, we do a "no words challenge". I set a timer, and we move and learn as long as possible without using spoken language. 

4. Smart Choices

There are always situations in the elementary classroom that adults can not predict or imagine. I certainly could not predict someone crawling underneath the risers, and claiming it was self space. The students' argument was well constructed, and would hold up in court if there was one. For everything I can not predict or imagine, there's "smart choices". I make it clear to my students that as a responsible adult in the room, as "the boss", I make the final call whether a choice is appropriate. 

Jumping Right In

Next week, my incoming 3rd graders will begin learning classroom and movement expectations by practicing it together. I will sing or play a recording, model movement, and invite students to move like me. I will stop often, and reinforce expectations by either giving meaningful positive feedback, or redirecting and reminding students of what the expectations are. The higher my standards and expectations in the first few weeks, the easier it will be to loosen up and have controlled fun all year long.

Differentiating Movement Expectations

Last year, I had a lot of success demonstrating various movement styles, and asking which movement behaviors would be appropriate in the music room. I wanted to make sure all students felt welcome, regardless of their comfort level. I also wanted to demonstrate expressiveness, which sometimes can be interpreted as silliness, as well as shyness, which sometimes can be interpreted as "weirdness". Here's the process I used:

• Before discussing movement expectations, I demonstrated four different ways of moving. Students observed my movement, and decided which movements would be appropriate in the music room.
1. Walking in locomotor space freely, but without any extra expression or style.
2. Walking in locomotor space with visible tension, pretending to be shy.
3. Walking in locomotor space, and adding stylistic movement/dance steps to the walk.
4. Walking in locomotor space, bumping into things, stumbling, tripping, and talking.
• We discussed each example. We discussed why the first three examples were acceptable, and why the last example was not. 

My students love watching me being silly, serious, shy, outgoing, and "crazy". It's a fun way to communicate a lot of information in a compact manner.

Happy Moving!