Michael Parker

MUED 380
Jesse Rathgeber
9/6/16
Coordinated Movement Experience
1. Understandings Statement: This experience will allow students to
feel a steady beat at slower and faster tempos (related proportionally
1:2). Students will also be introduced to and discuss world music and
collaborative music making between different cultures.
2. I can Statements:
- I can move my body to the steady beat of the music, both fast and
slow.
- I can hear and identify different types of world music.
3. Materials: There Will Be Time by Mumford & Sons and Baaba Maal
(live in South Africa) from the album Johannesburg (2016)
4. Procedures:
Slow left arm circle (4 beats) single coordinated
- Slow right arm circle (4 beats) single coordinated
- Slow both arms circle (8 beats) double coordinated
(Repeat)
- Toe taps (16 beats) double coordinated
-

Snap-right hand (8 beats) single coordinated

Snap-left hand (8 beats) single coordinated
Claps (8 beats) double coordinated
Raise the roof (8 beats) double coordinated
(4 beats rest)

Right (2)-Left (2)-Clap (2)-Roof (2) (24 beats) complex

Improvisatory arm movements (32 counts)
Toe taps (16 beats) double coordinated
Foot stomps: fast (32 counts) double coordinated
Claps: fast (32 counts) double coordinated

Slow Right (2)-Left (2)-Clap (2)-Roof (2) (16 beats) complex

Arms up (4 counts) and down (4 counts)double alternating

Arms up (4 counts) and down (4 counts)double alternating

Foot stomps: fast (32 counts) double coordinated
Claps: fast (32 counts) double coordinated
(Repeat)

5. Assessment:
- I will watch the students as we move through the sequences. This
movement experience is meant for older students (4th-5th grade);
however, if students are struggling, we will move back to toe taps
- I will ask learners about the speed of the music and how the
different tempi are related.
- I will ask learners about the culture or genre of the music. We will
briefly discuss world music and segue into collaborative music
making.
6. Extensions: This song can easily transition into a lesson on world
music and even collaborative music making. Students would discuss
and experience various musical cultures, choose a specific country or
culture to represent for their music and pair with (a) student(s) to
create a new and collaborative cultural-musical experience.
7. Adaptations:
- Color: Each movement can be assigned a color which can be
raised when it is time to perform that movement. Students can also
be given these color in the form of cards and rearrange them to
create new sequences
- Size: The movement experience can be limited to just the verses
or the chorus. Students could also be taught one piece individually
so they have less to focus on. They can then either teach their
portion to the whole class or line up in order and perform the
movements sequentially with each other.
- Pacing: The learning of this movement sequence can be spread
out over a few class periods. This song could be slowed down or
sped up to better suit the needs of the students.
- Modality:
o Visual: The teacher can create a video of either the
movements being performed or a symbol representing each
movement appearing. This gives students a larger target to
watch, a potential practice tool for at-home use, and allows
the teacher to better assess individual students abilities.
o Auditory: The teacher could add a track instead of the
vocals that verbally says the movements to the students.

o Kinesthetic: Any of the movements of this experience can

be diminished to whatever level needed for the students. To
help with learning the sequences, each sequence can also be
lengthened to extend time allotted on each movement.