Movement and Sound

Lesson 2 of 10: Movement and Sound: Expressing with Actions

Year Level: 6

Duration: 45 minutes

Class Size: 33 students

Unit: Sounds in Motion

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WALT (We Are Learning To)

• Create and perform movements that express different sounds in a rap composition.
• Collaborate in groups to develop expressive movement sequences using scarves that correspond to the sounds identified in the previous lesson.
• Understand how movement can represent sound elements and enhance musical expression.

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NSW Curriculum Alignment

Content Descriptions (Music - Years 5 and 6):

• ACAMUM084: Demonstrate how the elements of music and compositional devices can be manipulated in music compositions (particularly rhythm and timbre in rap context).
• ACAMUM087: Collaborate to create, perform and respond to music that communicates ideas, including cultural expressions.
• ACAMUR089: Practise performing music with attention to expressive qualities and safe performance practices.

Achievement Standard:

By the end of Year 6, students explain how elements of music are manipulated in music they compose, perform and/or experience; they describe how music communicates ideas and perspectives. They demonstrate listening and aural skills when composing and performing, use elements of music expressively, and perform music in informal settings .

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Success Criteria

Students will be able to:

• Identify and demonstrate movements that reflect the sounds and rhythms in the rap piece.
• Use scarves creatively to enhance the expression of sounds through movement.
• Work collaboratively in groups to devise and perform coordinated movement sequences.
• Show awareness of safe and expressive movement practices.
• Explain how their movement choices represent specific sound elements.

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Differentiation Strategies

• Support for Diverse Learners:

  • Provide visual cue cards illustrating movement ideas linked to types of sounds for dyslexic or slower processing students.
  • Use simplified movement prompts and allow those who require it to focus on smaller sequences.
  • Pair students with peers who can model movements.

• Extension for Advanced Learners:

  • Challenge students to create more complex, layered movements (e.g., contrasting slow and fast scarf movements).
  • Encourage them to independently choose elements of movement to represent dynamics or texture.
  • Invite advanced learners to lead a small group's choreography.

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Dyslexia-Friendly Reading Options

• Provide a printed and visual summary of the movements and sounds using bullet points and simple icons.
• Use high-contrast coloured scarves to enhance visual tracking.
• Give oral explanations and demonstrations complemented by printed activity cards with large fonts and clear spacing.

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Resources Needed

• Scarves (one per student or one per pair — bright colours to enhance visual effect)
• Space cleared for group movement
• Audio playback of the rap song or sound clip used in the previous lesson
• Visual cue cards with movement ideas linked to sound elements (optional)

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Lesson Outline

Time	Activity	Details and Teacher Notes
0-5 mins	Introduction & Recap	Recap sounds identified in Lesson 1. Play a short excerpt of the rap to refresh students’ memory. Explain today's focus: expressing sounds through movement using scarves.
5-10 mins	Warm-Up Movement Activity	Lead a gentle warm-up with scarves — create waves, swings, flicks to familiar rhythms. Highlight how movement can visually represent sound qualities like rhythm and timbre.
10-15 mins	Group Formation and Task Explanation	Divide class into groups of 5-6 students. Each group will create a short movement sequence using scarves to represent specific sounds from the rap. Emphasise collaboration and safe movement.
15-30 mins	Group Movement Creation and Rehearsal	Groups discuss, plan, and practise their movements. Teacher circulates providing prompts (e.g., “What movement matches the sharp sound?” “How can the scarf flow like a sustained note?”) Use visual cue cards as needed.
30-38 mins	Group Performances	Each group performs their movement sequence for the class. Encourage attentive listening/viewing and respectful audience behaviour.
38-43 mins	Reflection and Discussion	Whole-class discussion: Which movements best expressed the sounds? How did scarves help to show the music’s rhythms and mood? Why is movement a powerful form of musical expression?
43-45 mins	Summary and Preview of Next Lesson	Summarise key learning points. Explain that next lesson will build on these skills to further explore sound and movement integration.

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Assessment and Feedback

• Formative Assessment:

  • Observe students’ engagement in movement creation and group collaboration.
  • Listen for verbal explanations during the reflection to assess understanding of sound and movement relationship.
  • Check for safe and expressive use of scarves.

• Provide immediate positive feedback focusing on creativity, collaboration, and expression.

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Tips to Wow Teachers

• Encourage teachers to film group performances and use clips for reflective classroom discussion or digital portfolios.
• Integrate cross-curricular links by discussing cultural significance of movement and music in various communities.
• Suggest using scarves of different textures or sizes for sensory exploration.
• Use charismatic classroom management strategies such as “spotlight moments” for small groups to perform, keeping the energy high and students engaged.
• Include options for students to record their movement ideas (e.g., photo or video) as informal assessment artifacts and to support students who find verbal explanation challenging.

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This plan fully addresses the NSW curriculum requirements for Year 6 Music, specifically targeting elements manipulation, collaborative creation, and performance skills, linked to the “Sounds in Motion” unit. It balances cognitive, creative and physical engagement appropriately for 45 minutes and a class of 33 students, with inclusivity and extension in mind .