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Grade 3 Music & Movement Fun

This music lesson plan teaches 3rd grade students how to mirror the movements of their peers to music. Students will work in pairs, with one student leading movements for their partner to copy. The lesson introduces having students explore slow and fast movements individually before pairing up. When working with a partner, the leader uses visual cues for their partner to mirror their movements. The music may change speeds, and students are challenged to modify their movements accordingly. The goal is for students to learn how to mirror another's physical movements through following rhythms and visual cues.

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210 views3 pages

Grade 3 Music & Movement Fun

This music lesson plan teaches 3rd grade students how to mirror the movements of their peers to music. Students will work in pairs, with one student leading movements for their partner to copy. The lesson introduces having students explore slow and fast movements individually before pairing up. When working with a partner, the leader uses visual cues for their partner to mirror their movements. The music may change speeds, and students are challenged to modify their movements accordingly. The goal is for students to learn how to mirror another's physical movements through following rhythms and visual cues.

Uploaded by

api-708306698
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Movement

Music Lesson Plan

Title: Mirroring Grade Level: 3


Source: Key Experiences in Movement and Music

Materials needed:

1.) Music with different rhythms


2.) Bluetooth speaker
3.) Open space

Procedure:

AS: Have you ever paid attention to your reflection in the mirror? Have you
tried mirroring a friend's movements to music? Can you find the beat and
rhythm from the different paces of the songs?

1. Start the kids off by sitting. Go over expectations of behaviors and


participation.
a. Kind words, hands to themselves, if you have a question arise
your hand, have fun, etc.
2. Have the kids stand (find personal space)
a. Ask the children to get a feel for movements, start slow, then
speed it up—These are moves they will be able to use during
partner time.
3. After exploring slow dynamic movements, they can take a partner and
visually lead the partner, who mirrors the movements. (Set them up
with one.) Add music.
a. Encourage students to try symmetrical movement with both
hands (or arms) and movement with one hand or the other hand.
4. Students working in pairs, each face a partner and lead him or her
with movements, which the partners visually mirror by watching and
copying.
5. Introducing new “rules.”
a. When the music stops-freeze
b. How low can you get?
c. How high can you get/reach?
d. Try opposites.
e. Integrate moving the legs with the arm movements.
f. Move around the room and mirror.
6. Switch partners and continue.

Closure: Sit in a circle. Raise of quiet hands—

As your partner moved, which movements were the easiest to mirror? Which
ones were the hardest?

How did your movements change when the music changed?

Educational Objective: By the end of this lesson, students will have learned . . .

How to mirror their peers and move their bodies in the same way.

Music Standards Utilized:

Anchor Standard:
Essential Question 3:MU:Cr1a
How do musicians Improvise rhythmic and melodic ideas and
CREATING generate creative describe connection to
ideas? specific purpose and context (such
as personaland social).
Anchor Standard:
Essential Question MU:Pr4.3.3a
How do performers Demonstrate and describe how intent is conveyed
PERFORMING interpret musical through expressive qualities (such as dynamics and
works? tempo).
Anchor Standard:
Essential Question
RESPONDING
Anchor Standard:
Essential Question
CONNECTION

Social Emotional Learning 02: Organize and develop artistic ideas


(SEL standards) and work.

Cognitive Learning To support observational learning

Physical Learning Improve their physical coordination and


gross motor skills.
Non-Musical Subjects (Subject):
Physical Education: Group Dynamics
5.6 Work in pairs or small groups to
achieve an agreed-upon goal.

Universal Design for Learning (UDL) Checkpoint 4.1


Vary the methods for response and
navigation.

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