Understanding Music
Through Movement
Brent C. Talbot
Why Movement Matters
Movement, like music, is a basic form of human
expression.
Movement is a medium for creative expression
Movement develops attentive listening and engagement
with music
Responding to music with movement develops an
understanding of musical elements of rhythm, melody,
phrasing, texture, dynamics, and form.
Movement prepares for singing and helps to “free” the
voice
Why Movement Matters
Working with rhythmic gestures (clapping, patting,
snapping) prepares for performing on instruments.
The ability to synchronize movement with music is an
important prerequisite to the development of music
listening, reading, writing, and performing on
instruments.
Rhythm, form, and style come together in singing games
and folk dances from around the world.
Movement /dance can develop an understanding and
appreciation of culture and history.
Musicianship is a natural outgrowth of movement.
Preparing the Space
Prepare enough space to move safely and comfortably.
Encourage students to wear comfortable clothing and
shoes (or bare feet)
Establish boundaries for moving, so students know
where to move.
Use musical “signals” for when to move.
It is important to carefully consider the sound source
that stimulates movement. The music stimulates the
student’s mood and influences movement explorations.
Establishing a safe
emotional environment:
The teacher’s positive, relaxed attitude “releases interest and
alertness.”
Everyone should feel a sense of success from the contribution of
each individual.
Start the class with group movement. Teacher-directed,
organized movement can help create a sense of togetherness, or
community, with the group. Group unity is enhanced by
rhythmic unity.
Creative expression should be emphasized. Expression of ideas
should be accepted and encouraged.
Use invitations and problem-solving tasks that lead to different
solutions.
Balance new challenges with familiar tasks/skills.
Establishing a safe
emotional environment:
Combine structure and freedom – “bound and free”
tasks.
Encourage students to work collaboratively rather than
competitively.
Observe and guide students’ movement with feedback.
Individual exploration of movement tasks should be
explored simultaneously by the whole group initially,
before solo expressions are shared.
Teachers should move with their students.
Goals for movement include
sensitivity to:
Locomotor/non-locomotor movement
Stop and go (sound and silence)
Fast and slow
Feeling for phrase and form
Rhythmic concepts (pulse, pattern, meter)
Expressive elements (dynamics, tempo, articulation
and styling)
Goals for movement include
sensitivity to:
Development of movement vocabulary for creative
movement and traditional dances
Spatial planes in movement:
Levels (high/low; over/under)
Directions (forward/backward/sideways;
right/left)
Pathways (curved, straight/angular)
Moving alone and with others; awareness of self
and group space.
Movement includes:
Designing movement ostinati.
Reaction training that explores musical opposites
(high/low; fast/slow; loud/quiet; smooth/detached).
Movement exploration in response to meter (duple,
triple, uneven and changing).
Responding with contrasting movement to phrase and
larger forms (binary, rondo, canon etc.).
Moving while performing with instruments, recording
music, etc.)
Movement includes:
Choreography projects with small groups.
Rhythmically moving to traditional dances from
around the world.
Accompanying movement with instruments and
voices.
Body percussion.
The Elements of
Movement
The body and its actions:
Whole body, upper/lower half, right/left side,
arm elbow, hand, torso, waist, shoulder, neck,
head, hips, knees, feet, legs
The use of locomotion
Traveling: run, skip, walk, hop, jump, gallop, creep,
scurry, dart, glide
Jumping: leap, soar, bound, bounce hop, pounce
Turning: spin, twirl, whirl, circle
The Elements of
Movement
The body and its actions:
The use of non-locomotion (bend, turn, stretch,
twist, sway, swing)
Bending: twist, swing, swaying
Expanding: grow, open, stretch, reach
Shrinking: collapse, lower, sink, melt, relax
Stopping: freeze, perch, pause, settle, hold
Percussive: stamp, punch, explode, flick
Actions occurring in TIME
Stopping and starting
Moving to the pulse
Moving rhythmically and free
Moving in various tempi
Actions occurring in
SPACE
Direction: forward/backward, sideways, in/out
Pathways: straight, angular, jagged, curving,
spiral
Level: high/low, under/over
Spatially: wide/narrow, toward/away from, in
front of/behind, around/through, near/far
Formations: scattered, circle, concentric circle,
lines, partners, squares
Actions occurring with
ENERGY and FORCE
Sustained: constant, even flow, with equal
force throughout. May be delicate or
strong; fast or slow.
Percussive: small or large spurts of
energy. Sudden and sharp.
Swinging: release and catch; drop and
recover
Vibratory: shaking, fluttering, quivering
movements of various parts of the body.
