Moving with Music

Learning objectives

• We are learning to explore and respond to music through movement and dance.
• We are learning to express ideas and feelings through basic dance movements.
• We are learning to respect and include cultural perspectives by integrating Tikanga Māori values (Te Taiako) and culturally responsive practices (TAPASĀ) in dance.

Curriculum links

• The Arts / Dance - Achievement Objective (Level 1): Explore and express ideas, feelings, and stories through dance and movement, using the body, space, time, and energy.
• Key Competencies:
• Managing self: showing confidence to participate in dance activities.
• Relating to others: cooperating and respecting others’ ideas.
• Participating and contributing: sharing ideas and working together.
• Principles of the NZ Curriculum:
• Treaty of Waitangi: incorporate tikanga Māori values.
• Cultural diversity: include and respect Pacific and other cultures through TAPASĀ framework.

Success criteria

• I can listen carefully to music and respond with my body.
• I can create a movement that shows how the music makes me feel.
• I can share my movement with others and respect their ideas.
• I understand and practise basic Māori values such as manaakitanga (caring for others) during dance.
• I can follow instructions safely and confidently.

Resources

• Music with different rhythms and moods (e.g., waiata, a Pacific Island song, fun upbeat music)
• Open space for movement
• Visuals/cards with key Tikanga Māori values and TAPASĀ principles (e.g. Manaakitanga, Whanaungatanga)
• Simple scarves or ribbons (optional) for movement exploration

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Lesson script (40 minutes)

1. Introduction (5 minutes)

Teacher: “Good morning, everyone! Today we are going to explore dance and movement with music. Before we start, let me ask you some questions.”

• Who likes to move and dance to music?
• What kind of movements do you like to do when you hear music?
• Have you ever danced to a Māori waiata or a Pacific Island song before? What did that feel like?
• Does anyone know what manaakitanga means? (Explain briefly: caring for others, being kind)
• Can you think of ways we can show respect to each other while moving and dancing together?

Teacher explains WALT: “We are learning to move our bodies to music and express how the music makes us feel. We will use our dance to tell stories and show kindness to each other, like manaakitanga.”

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2. Warm-up and movement exploration (10 minutes)

• Invite children to stand in a circle.
• Lead simple warm-up movements: stretching up tall like a tree, shaking limbs, jumping gently.
• Play a slow and calm waiata (Māori song). Ask children to listen carefully and then show movements with their bodies that match the feelings from the music — for example, flowing arms like water, or gentle swaying.
• Prompt questions: “How does this music make you feel? Can you show me with your hands or your feet?”
• Encourage children to try different speeds and levels (high, low) in their movements.

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3. Guided dance creation with cultural connection (15 minutes)

• Introduce a simple Māori movement or a Pacific dance step, explaining the cultural significance briefly and respectfully (e.g. the hikoi / walking step or simple hand movements symbolising nature or community).
• Use TAPASĀ values like Manaakitanga (care), Whanaungatanga (relationships), Aroha (love) to guide how they move — kindly, safely, and respectfully to each other’s space.
• In pairs or small groups, children create a short sequence of movements inspired by the music and meanings of manaakitanga.
• Teacher models alongside, verbally guiding (“Let’s walk together with manaakitanga, helping and caring for each other”).

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4. Sharing and reflection (7 minutes)

• Invite groups to share their dance sequences with the class.
• After each group shares, ask questions:
• “What story or feeling did your dance show?”
• “How did you show manaakitanga or kindness through your movements?”
• “What did you notice about your friends’ dancing?”
• Reinforce respectful listening and applauding each other’s efforts.

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5. Cool down and closing (3 minutes)

• Gentle stretching and deep breaths together.
• Brief reflection in circle: “What was your favourite movement today? How did you feel while dancing?”
• Teacher summarises the WALT and success in learning about movement, music, and caring values.
• Close with a waiata or a short karakia if appropriate for the school.

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Differentiation strategies

• Provide visual cues and demonstrations for children who benefit from seeing as well as hearing instructions.
• Use simple language and allow physical prompts or partner support for children needing assistance with movement.
• Offer choices of movement speed, size, and complexity to suit different confidence levels and physical abilities.
• Encourage non-verbal participation (e.g. clapping, tapping) for children who prefer not to move as much.
• Incorporate cultural stories and contexts that reflect the backgrounds of diverse learners, reinforcing identity and belonging.

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This lesson highlights engaging, culturally grounded dance learning, integrating the New Zealand Curriculum refresh priorities, Te Taiako values, and TAPASĀ culturally responsive teaching to nurture confident, respectful, and expressive young learners.