Movement With Nowhere to Go

• Kristen Burgner
• Posted 4/7/21
• 0 comments

Remembering with Fondness 

It’s hard to believe, but only a year or two ago are remembered as the ‘good ole’ days.  

We pulled out the bucket of auxiliary percussion, the parachute, scarves, and egg shakers without a second thought. Students would stick their grimy hands into the buckets and pull out the exact instrument they wanted.  

Students spread throughout the music room without restriction to participate in movement activities.  We purposefully intermingled our movements and encouraged high fives’ contact while playing hand games and standing back to back. 

Although we miss those close interactions, I can’t imagine switching back to those practices 100%.  Even when the world re-aligns to a sense of normalcy, I expect some of these new hygiene practices will stick around. 

Moving Realignment  

We must adapt to this new reality. Otherwise, our curriculum’s standards are likely to falter. Restriction guidelines vary from state to state. However, there are some commonalities. Keeping 6 feet from one another, as we know in many physical school settings, isn’t always possible.  

The spacing is tight. Teachers can barely fit desks in their classrooms, and the student-to-teacher ratio is at capacity in most classrooms. So, what does that mean for the music teacher? 

We adjust. Like we always do. 

While the days of line dancing and holding hands are on pause, keeping students moving their bodies is essential. Even at a 6-foot distance, there are opportunities to get up and move our bodies in an educational and meaningful way.  

We should encourage students at the primary level (K-2) to create their own ‘movement bubble’ to learn about spatial awareness. If the bubble is not maintained, use the sound of a bubble bursting, or popping to reinforce where their bodies should belong. Within their designated space, students can explore the ten various Leban aspects of movement, including part vs. whole body, levels, and weight. 

Part vs. Whole-body Balancing 

Balancing _______. Fill the blank with a variety of items that are available in your space.  

A student’s tissue box, a book from their desk, a piece of paper, or a leaf fallen from a tree (remember adaptation is key).  

Demonstrate the correct way to balance these items on a body part (head, back, arm, leg, and foot). These balancing exercises reinforce the movement of individual body parts. Remind students that if an item falls, they have not “failed”; instead, they are learning to succeed. 

Playing with Levels

Statues.  Show students images of figures displaying a variety of levels, including high, medium, and low.  

Have the students recreate the various levels while moving in a ‘freeze dance’ format. Model multiple levels throughout the activity while reinforcing what levels the students are demonstrating. 

Weight Activity

Jell-O/ Empty room. Paint a visual for students by describing what a room full of Jell-O would look like?  

How would we move our body through space? With an obstacle in our way, would we have to push through the Jell-O or be able to lightly ‘fly’ through? Lead a student discussion before starting. Explore “heavy and slow” movements with students to expand their understanding. 

Ready Set Move….  

Overfilled classrooms, loud outdoor spaces, quiet libraries, cafeterias, and video conferencing – this year, music teachers have seen it all!  How can we create consistency for our students when we do not have a designated music room?  

Music teachers are masters of adaptation.  We use the materials we have available to us. 

I typically use auxiliary instruments, like a guiro, to pass from student-to-student to play rhythms. This year students are using a pencil to scrape the spiral on their student-agendas. This adjustment allows me to analyze a student’s performance of rhythm accuracy. 

Embrace the change. However, this is easier said than done.  

Going outdoors can provide the space and fresh air necessary for students to use locomotor movement skills. With enough distance, they can even sing along to songs. Students can pat the beat and clap rhythms without fear of others complaining, “You’re too loud!” Or worse, shutting the door on you! Music is loud, messy, and fun. Let new environments be a chance to explore what works. 

Be honest yet respectful. 

Communicate with your administration and colleagues about your needs to make each class successful. Working outdoors is only successful because my department invested in portable speakers with an attached headset. Moving in ‘student bubbles’ works only because teachers have tape on their floors designating individual student spaces. Student-centric learning at all costs 

Student Centric Learning  

Our students are struggling too. Our student’s home life is unknown to us; some emotions surface in the classroom that we have never seen.  From one week to the next, students face uncertainties ranging from food insecurity to mental well-being. As musicians, educators, human beings, it is essential that we provide a welcoming and understanding space for all.