Rhythmic Movement Music

Year Level

Prep (Foundation)

Duration

50 minutes

Class Size

20 students

---

Unit Context

Unit: Rhythms of Movement Lesson: 3 of 9 Lesson Title: Rhythmic Movement with Music Lesson Description: Incorporate music to enhance rhythmic movement skills, encouraging students to move in time to different beats.

---

Victorian Curriculum Links

Health and Physical Education (HPE) 2.0 Movement and Physical Activity

• VCHPEM088: Explore fundamental movement skills and rhythmic movement activities, for example in dance and games, and express ideas through movement.
• VCHPEM090: Participate in games and activities that require students to move in time to music and rhythm, and apply body awareness and spatial awareness safely.

The Arts – Music (Foundation)

• AC9AMUFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas including rhythmic patterns and exploring how body parts can move expressively and safely to music.
• AC9ADAFP01: Perform and share movement/dance sequences that show rhythmic patterning connected to sounds and music.

---

Learning Objectives

By the end of this lesson, students will:

• Understand and physically express rhythmic patterns using body movements aligned with music beats.
• Show coordination between movement and different tempos of music.
• Demonstrate spatial and body awareness while moving rhythmically in a safe and inclusive environment.

---

WALT (We Are Learning To)

• Move rhythmically to different types of music beats.
• Explore and copy rhythmic patterns through movement.
• Share movement ideas with peers using music cues.

---

Success Criteria ("I can" statements)

• I can listen carefully and move my body to the beat of music.
• I can use different body parts to make movements that match the rhythm.
• I can play safely and include my friends in rhythmic games.

---

Equipment

• Portable speaker or music player
• Selection of music with clear beats (slow, medium, fast tempos)
• Colourful scarves or ribbons (optional for visual rhythm cues)
• Soft floor mats or cones to mark movement areas
• Rhythm instruments (e.g., tambourines, bells, claves) – optional for extension

---

Lesson Structure

1. Retrieval (5–8 minutes)

Active warm-up linking prior knowledge

• Musical Freeze Game: Play familiar music from previous lessons and ask students to move freely around the space. When the music stops, they must freeze in a pose related to rhythm (e.g., tall, small, stretched out).
• This recalls the previous lesson’s focus on movement and rhythm while engaging students actively.

2. Goals (3–5 minutes)

• Gather students together.
• Introduce lesson goals clearly using WALT and "I can" statements.
• Explain the importance of moving safely, listening carefully, and having fun together.
• Introduce key Spanish vocabulary:
• Ritmo (rhythm)
• Movimiento (movement)
• Música (music)
• Rápido (fast)
• Despacio (slow)

3. Learning (I Do – We Do – You Do) (12–15 minutes)

I Do (4 minutes):

• Teacher models moving different body parts (feet stomping, hands clapping, head nodding) to slow, medium, and fast beats. Use simple language and visual cues.
• Introduce visual cue with scarves/ribbons to help see rhythm.

We Do (5 minutes):

• Together, the class imitates rhythmic patterns demonstrated by the teacher using body percussion (clapping, tapping knees, stamping feet) and movement.
• Ask questions like: "Can you make your hands clap fast like the music? How about slow?"
• Provide support with rhythm counts (1-2-3-4) and Spanish terms for beats and speed.

You Do (5-6 minutes):

• In pairs or small groups, students create and perform their own simple rhythmic movement sequence to music (e.g., clap, stomp, tap, turn) within marked spaces.
• Teacher circulates, supports, encourages inclusion and safety.

4. Consolidation (15–20 minutes)

Game-Based Practice: "Rhythm Trail"

• Set up a series of stations (marked with cones/mats) each with different music tempo or rhythmic pattern.
• Students move from station to station, adjusting their movements to match the tempo: slow walking, quick stepping, jumping gently, swaying scarves.
• Rotate through groups to ensure maximum participation.
• Extensions: more complex rhythmic patterns or adding simple rhythm instruments for advanced learners.
• Support: simplified movements, extra encouragement, paired with a buddy.

5. Show Me What You Know (5 minutes)

• Gather students to demonstrate a rhythmic movement pattern they liked to a partner or small group.
• Students share verbally or by showing movement how they moved to the music.
• Teacher uses simple questions: "How did you move your body to the music? Was it fast or slow?"
• Connect back explicitly to "I can" success criteria emphasizing inclusion, listening, and safe movement.

---

Differentiation Strategies

• Support: Use visual and tactile cues (scarves, tapping) for students needing extra sensory input. Provide repeated modelling and partner assistance.
• Scaffolds: Simplify movements, reduce complexity of rhythmic patterns by focusing on steady beats.
• Extension: Challenge advanced learners to create longer rhythmic sequences or to use rhythm instruments to accompany movement.

---

Behaviour and Safety Expectations

• Respect personal space and classmates (including during movement and transitions).
• Listen carefully to instructions and music cues.
• Move safely and with control, especially indoors.
• Encourage and include all classmates.
• Follow teacher's signals to start and stop movement.

---

Spanish Vocabulary Summary

• Ritmo = Rhythm
• Movimiento = Movement
• Música = Music
• Rápido = Fast
• Despacio = Slow

---

This structured, active, and inclusive lesson integrates rhythmic movement and music to build fundamental movement skills while encouraging creativity and enjoyment in a bilingual context. The active game and scaffolded practice support mixed abilities, ensuring maximum engagement and alignment with the Victorian Curriculum for Prep HPE and The Arts (Music and Dance) learning outcomes.