Move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving

Standards Alignment

• TEKS.MUSIC.3.03C primary
  move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
• TEKS.MUSIC.3.03D primary
  perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and

Lesson Overview

This Grade 3 music lesson helps students develop their ability to move alone or with others to different types of music. Students will practice using gross motor skills (large body movements), fine motor skills (small precise movements), locomotor skills (moving the body from one place to another), and non-locomotor skills (moving parts of the body without changing location). They will also learn to coordinate integrated movements such as moving hands and feet together. Additionally, students will perform simple rhythmic and melodic parts derived from known music, supporting their creative expression and ensemble skills.

Learning Objectives

• Move alone or with others to a variety of music using gross motor, fine motor, locomotor, and non-locomotor skills, including integrated movements like moving hands and feet together.
• Perform simple part work including rhythmic and melodic ostinati derived from known repertoire.

Success Criteria

• Students demonstrate different types of movements (gross motor, fine motor, locomotor, non-locomotor) to music both alone and with others.
• Students coordinate integrated movements such as moving hands and feet together in time with music.
• Students perform simple rhythmic and melodic parts (ostinati) accurately as part of a group or individually.

Prerequisite Knowledge

Students should be familiar with basic body movements and simple rhythms. They should have experience listening to music and responding with movement or sound.

Key Vocabulary

• Gross motor skills
• Fine motor skills
• Locomotor skills
• Non-locomotor skills
• Integrated movement
• Rhythmic ostinato
• Melodic ostinato
• Repertoire

Materials and Resources

• Audio recordings of varied music repertoire suitable for Grade 3
• Open space for movement
• Classroom percussion instruments (e.g., hand drums, shakers, rhythm sticks)
• Visual aids showing different types of movements
• Recording device or video camera (optional)

Teacher Preparation

• Prepare a playlist of varied music pieces with different tempos and styles.
• Review examples of gross motor, fine motor, locomotor, and non-locomotor movements to demonstrate.
• Prepare simple rhythmic and melodic ostinati based on known repertoire for students to perform.
• Arrange the classroom or space to allow safe movement for all students.

Detailed Lesson Notes

Understanding Motor Skills in Music Movement

Gross motor skills involve large movements using arms, legs, or the whole body, such as jumping, running, or swaying. Fine motor skills involve smaller, precise movements, such as finger snapping or tapping fingers. Locomotor skills are movements that transport the body from one place to another, like walking, skipping, or hopping. Non-locomotor skills involve movement without changing location, such as bending, twisting, or stretching. Integrated movement combines different motor skills, for example, moving hands and feet together in rhythm.

Applying Motor Skills to Music

When students move to music, they can use these motor skills to express the rhythm, tempo, and mood of the piece. For example, a fast tempo might inspire quick locomotor movements like skipping, while a slow tempo might invite non-locomotor movements like slow swaying. Integrated movements help develop coordination and timing, such as clapping hands while tapping feet to the beat.

Performing Rhythmic and Melodic Ostinati

An ostinato is a simple rhythmic or melodic pattern repeated throughout a piece. Performing ostinati helps students develop ensemble skills and understand musical structure. Rhythmic ostinati focus on repeated rhythm patterns, while melodic ostinati involve repeating a short melody. Students can perform these parts alone or in groups, supporting the main melody or rhythm.

Combining Movement and Part Work

Students can combine movement with performing ostinati to deepen their musical understanding. For example, while one group performs a rhythmic ostinato on percussion instruments, another group moves using locomotor skills to the music. This integration encourages listening, timing, and cooperation.

Common Misconceptions

- Movement must be large and fast to be effective; in fact, slow and small movements are equally important for musical expression. - Integrated movements are only for advanced students; all students can practice coordinating hands and feet at their own pace. - Ostinati are too difficult for young learners; simple repeated patterns can be accessible and fun.

Worked Examples

Classroom Activity

Students practice each type of movement individually and then in small groups, experimenting with moving hands and feet together.

Guided Practice

Independent Practice

1. Foundational: Name one example of a gross motor skill you can use to move to music.
2. Developing: Explain the difference between locomotor and non-locomotor movements.
3. Application: If you are asked to perform a rhythmic ostinato by tapping a steady beat while moving your hands and feet together, which motor skills are you using?
4. Analysis: Why is it important to practice moving hands and feet together when performing music?
5. Challenge: Describe how you could combine a melodic ostinato with locomotor and non-locomotor movements in a group performance.

Independent Practice Teacher Answer Key

1. 1. An example is jumping or running.
2. 2. Locomotor movements move the body from one place to another, like walking; non-locomotor movements move parts of the body without changing location, like bending or twisting.
3. 3. You are using fine motor skills (tapping with hands) and integrated movement (moving hands and feet together).
4. 4. Because coordinating hands and feet helps improve timing, rhythm, and overall musical coordination, making performances more accurate and expressive.
5. 5. One group could sing or play the melodic ostinato repeatedly while another group moves around the space using locomotor movements like walking or skipping, and a third group performs non-locomotor movements like swaying or stretching in place, all coordinated to the music.

Guiding Questions

• What types of movements can you use to express this music?
• How do your hands and feet move together in time with the beat?
• What is a rhythmic ostinato? How does it help the music?
• How can moving while playing music help you understand the rhythm better?

Common Misconceptions

• Movement to music must always be large and fast to be effective.
• Integrated movements are too difficult for young learners.
• Ostinati are complicated and not suitable for Grade 3 students.

Differentiation

Assessment

• Observe students performing different motor skills to music and provide feedback.
• Ask students to explain the difference between locomotor and non-locomotor movements.
• Have students perform a simple rhythmic ostinato while moving their hands and feet together.
• Name one type of movement you used today and explain how it matched the music.
• Perform a short rhythmic pattern while moving in place.
• Describe what an ostinato is and how you performed it.
• Perform a group piece combining rhythmic ostinati and coordinated movements.
• Create and perform a short movement sequence using gross motor and fine motor skills to a chosen piece of music.

Answer Guide

• Name one example of a gross motor skill you can use to move to music.
  Answer: Jumping or running.
• Explain the difference between locomotor and non-locomotor movements.
  Answer: Locomotor movements move the body from one place to another, like walking; non-locomotor movements move parts of the body without changing location, like bending.
• If you are asked to perform a rhythmic ostinato by tapping a steady beat while moving your hands and feet together, which motor skills are you using?
  Answer: Fine motor skills (tapping) and integrated movement (moving hands and feet together).
• Why is it important to practice moving hands and feet together when performing music?
  Answer: It helps improve timing, rhythm, and coordination, making the music performance more accurate and expressive.
• Describe how you could combine a melodic ostinato with locomotor and non-locomotor movements in a group performance.
  Answer: One group performs the melodic ostinato while another group moves around using locomotor skills and a third group moves in place using non-locomotor skills, all coordinated to the music.

Real-Life Application

Invite students to teach a family member one type of movement and a simple rhythmic pattern they learned in class. Encourage them to move together to a favorite song at home.

Homework or Home Connection

• Invite students to teach a family member one type of movement and a simple rhythmic pattern they learned in class. Encourage them to move together to a favorite song at home.

Lesson Summary

In this lesson, students learned to move alone and with others to a variety of music using different motor skills: gross motor, fine motor, locomotor, and non-locomotor. They practiced integrated movements like moving hands and feet together to develop coordination. Students also performed simple rhythmic and melodic ostinati, helping them understand musical structure and teamwork. These skills support creative expression and musical performance in both informal and formal settings.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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