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Over the years, I have learned that movement is not an extra activity. Movement is instruction.

When used intentionally, movement can become part of:

• Classroom management
• Student engagement
• Lesson transitions
• Music literacy
• Behavior prevention
• Student regulation

And honestly, that’s where the magic happens.

Not All Movement Is Equal

Some movement helps students focus.

Some movement accidentally creates chaos.

The difference usually comes down to purpose and expectations.

For example, if I simply tell students to get up and dance, the energy level may shoot through the roof. But if I ask students to listen for whether music is:

• Loud or soft
• Fast or slow
• Smooth or bumpy

and then move in ways that match what they hear, now the movement has a job. Students are actively listening while they move.

One of my favorite examples is using Giraffes Can’t Dance. Before students move, they listen carefully and identify the musical characteristics. Then their movement becomes part of the learning instead of a break from the learning.

If you don’t love it after the month, the first charge is 100% refundable.

That means you can explore everything risk-free and see if it fits your classroom.

Movement Doesn’t Always Need to Be High Energy

Another misconception is that movement has to mean running, jumping, and burning energy.

Sometimes the most effective movement is actually calming.

Think about:

• Conducting music
• Tracing musical shapes in the air
• Seated body percussion
• Scarf movement to calm music
• Breathing with musical phrases
• Simple hand motions

The goal isn’t to keep students at a constant energy level of 100.

The goal is helping students engage with the music in a meaningful way.

Stop Adding Movement—Start Building Around It

One shift that completely changed my teaching was realizing that movement shouldn’t be something I add at the end of planning.

Instead, movement should be built into the lesson from the beginning.

Rather than asking:

“What movement break can I throw in?”

I started asking:

“How can movement help students learn this concept?”

When movement is woven directly into instruction, it stops feeling like one more thing on your plate and starts becoming one of your most powerful teaching tools.

The Best Movement Activities Take Less Than 30 Seconds

Teachers often assume movement needs to be elaborate.

It doesn’t.

Some of my favorite classroom tools are:

• Rhythm echoes
• Call-and-response patterns
• Quick standing and sitting responses
• Shape tracing
• Body percussion
• Phrase poses
• Simple rhythm jumps

These small moments, used consistently, often have a much bigger impact than occasional large movement activities.

Looking Ahead to Next School Year

If you’re watching the summer months approach and already thinking about how you’d like next year to feel different, now is the perfect time to start planning.

That’s exactly why I created the Soaring Summer of Free.

Throughout the summer, I’ll be sharing ideas about:

• Intentional movement
• Behavior prevention
• Student engagement
• Movement-based lesson planning
• Sustainable classroom systems

You’ll also be able to explore the full Soaring Scarves Academy curriculum for two free months, giving you time to collect ideas, favorite lessons, movement activities, assessments, and classroom strategies before the school year even begins.

Final Thoughts

If movement has ever felt overwhelming, frustrating, or like it simply doesn’t work with your students, I want you to remember this:

Movement is not the goal. Learning is the goal.

The most successful movement activities aren’t the biggest, loudest, or most exciting. They’re the ones that help students understand a concept, stay engaged, regulate their energy, and participate fully in the music-making process.

Start small. Keep it intentional. And remember that even a 30-second movement moment can completely change the energy of your classroom.

Happy playing,
Leanna O’Brien
Founder of The Soaring Scarves Academy

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