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

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.

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 .

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.

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.

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.

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)

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.

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.

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.

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 .