Ribbon Music Journeys

Overview

Students explore how ribbons can show different qualities of movement, then use these ideas to create and perform a short dance to contrasting music. The lesson builds oral language, creativity, coordination, cooperation, and confidence through structured modelling, guided exploration, and performance.

Learning intentions

• WALT explore and safely perform different ribbon movements.
• WALT use movement qualities such as high, low, fast, slow, smooth, and sharp.
• WALT respond to changes in music through our bodies and ribbons.
• WALT create and share a short dance with others.

Success criteria

• I can hold and move my ribbon safely, keeping awareness of people and objects around me.
• I can perform at least three different ribbon movements.
• I can change my movement when the music changes.
• I can work cooperatively and perform a short ribbon dance.

Curriculum links

• The Arts: Dance — developing practical knowledge through exploring body movements, space, time, energy, and relationships.
• The Arts: Dance — developing ideas by selecting and combining movement ideas to communicate.
• The Arts: Dance — communicating and presenting by rehearsing and performing a short dance.
• Key Competencies — managing self; relating to others; participating and contributing.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and safety. Teacher gathers students in a clear space, checks that ribbons are secure, and explains: ribbons stay below shoulder height near others, we keep our own space, and freeze when the music stops. Open with the ribbon safety and movement introduction slides and demonstrate a safe “freeze” position. Students practise holding the ribbon handle, standing in their own space, and freezing immediately on a signal.

2. 5–10 min · Warm-up with ribbons. Teacher leads gentle travelling and stretching movements, gradually adding ribbon circles, waves, and figure eights while naming the movement qualities. Students mirror the teacher, first without travelling and then with small steps, keeping their eyes up and ribbons away from faces.

3. 10–18 min · Learn ribbon vocabulary. Teacher models four movements: snake (ribbon travels along the floor), rainbow (a large arc from side to side), spiral (a turning circle from the wrist), and raindrops (small quick taps downwards). Revisit the ribbon movement instruction slides as each movement is taught. Students practise each movement on the teacher’s count, then choose a movement to perform high, medium, and low.

4. 18–25 min · Dance to changing music. Teacher plays three short contrasting excerpts, such as calm, energetic, and mysterious music. Before each excerpt, prompt students to consider: “What could your ribbon show?” and “How might your body change?” Students dance individually, responding to tempo and mood by changing speed, level, direction, size, and energy. Pause between excerpts for students to briefly share one movement choice with a partner.

5. 25–34 min · Create in groups. Teacher places students in five groups of five and gives the sequence: start in a still shape, perform three chosen ribbon movements, include one change from low to high or slow to fast, and finish in a group freeze. Display the group choreography instruction and success criteria slides. Students discuss, practise, and arrange their movements so everyone has a clear role; one student may lead the opening while all students contribute movement ideas.

6. 34–39 min · Perform and respond. Teacher invites each group to perform for the class with one selected music excerpt, reminding the audience to watch quietly and notice a movement quality. Students perform, then receive one specific response from classmates using the prompt, “I noticed…” For time, groups may perform simultaneously in two viewing areas if the space allows.

7. 39–40 min · Cool-down and exit reflection. Teacher lowers the music and leads slow ribbon waves and breathing before asking students to return ribbons carefully. Students show with fingers 1–3 how confidently they used a ribbon movement and verbally complete: “My ribbon showed ___ when the music was ___.”

Resources

• 25 ribbon wands or securely attached lengths of ribbon
• Safe, uncluttered performance space
• Three contrasting, instrumental music excerpts and playback device
• the ribbon dance teaching deck
• Floor markers or cones to indicate personal and group spaces
• Teacher whistle, hand drum, or clear stop signal
• Optional recording device for teacher assessment, following school policy

Assessment

• Observe whether students hold and move ribbons safely, maintain personal space, and respond promptly to the freeze signal.
• During exploration and group work, listen for students using movement language and check that they vary level, speed, direction, size, or energy in response to music.
• During performances, note each student’s participation, cooperation, use of at least three ribbon movements, and ability to contribute to a beginning, middle, and ending.

Differentiation

• Support students with a teacher or peer model, repeated demonstrations, floor markers, and the visual sequence: freeze, choose three moves, add one change, finish.
• Offer sentence starters such as “Our ribbon will show…”, “We will move high when…”, and “I noticed…”. Allow students to communicate ideas through gesture, demonstration, spoken language, NZSL, or AAC.
• Students who need reduced sensory or motor demands may use a shorter ribbon, practise at the edge of the group, move seated or without travelling, or observe before joining.
• Challenge confident dancers to include a canon, a change of direction, contrasting energy qualities, or a clear relationship between their movement and the mood of the music.