🤸

Lesson 2 - Performing to Music with Equipment

Musical Performance Collaboration

•

Year 6

•

Gymnastics

•

45 min

Big Question

How can we use our bodies and equipment to express the emotions and rhythm of music through movement?

Learning Objectives

To experiment with a variety of stimuli (balls, hoops, ribbons) to perform creatively with equipment
To reproduce movements sympathetically to different musical tempos and moods
To select appropriate gymnastic elements that match musical characteristics

Key Outcomes

Students will perform coordinated sequences using equipment in time with music
Students will demonstrate understanding of musical tempo, dynamics and mood through movement choices
Students will create flowing transitions between actions that complement musical changes

Equipment & Resources Required

Rhythm Instruments

6-8 mixed instruments (tambourines, drums, triangles)

Place in centre of space for easy access

Alternative: Use music app with different instrumental sounds

Gymnastics Mats

8-10 mats for station work

Space evenly around hall with task cards

Alternative: Marked floor areas if mats unavailable

Hoops

11 hoops (variety of sizes)

Stack at designated collection point

Alternative: Can make hoops from pool noodles and duct tape

Softballs

15 light, bouncy balls (tennis ball size)

Avoid heavy basketballs - use only light balls

Alternative: Bean bags or juggling balls

Ribbons

15 ribbons of varying lengths

Check for tangles before distribution

Alternative: Lightweight scarves or crepe paper streamers

Music Player

1 speaker system with varied music selection

Test volume levels and prepare playlist in advance

Alternative: Tablet/phone with external speaker

Cards

8-10 laminated cards with gymnastic actions

Large, clear text visible from mat positions

Alternative: Whiteboard with written instructions

Key Vocabulary

Tempo

The speed or pace of music, can be fast or slow

Crescendo

When music gradually gets louder and builds in intensity

Musical interpretation

Using movement to express the mood, rhythm and feelings in music

Sympathetic movement

Movements that match and complement the characteristics of the music

Transition

The smooth connection between one movement and the next

Dynamics

The volume and intensity of music - loud, soft, building, fading

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can perform basic gymnastic actions (rolls, jumps, balances) with control
Understands concept of rhythm and beat in music
Can handle basic equipment (balls, hoops) safely

Current Skills

Interpreting music through movement selection
Coordinating equipment manipulation with musical timing
Creating expressive sequences that match musical mood

Next Steps

Choreographing group performances with musical interpretation
Using more complex apparatus in musical routines
Teaching others to interpret music through movement

Milestone Indicators

Students naturally adjust movement tempo to match music

Equipment is used expressively rather than just functionally

Transitions between actions are smooth and musical

Key Teaching Points

Musical timing is more important than perfect technique - encourage students to feel the rhythm before focusing on skill execution
Create a supportive performance atmosphere where creativity and expression are valued over perfection
Connect equipment exploration to gymnastic movements for more sophisticated sequence development
Use appropriate vocabulary consistently throughout the lesson to build students' descriptive language
Balance individual exploration with group cooperation to develop both personal and social skills
Encourage students to listen actively before moving - this develops both musical awareness and movement quality
Safety with equipment must be maintained even when students are focused on musical interpretation

Common Misconceptions

That gymnastics and music are separate subjects that don't connect - show how rhythm enhances physical skills
That there are 'right' and 'wrong' ways to interpret music - emphasise personal expression within safety guidelines
That equipment skills must be perfected before adding music - demonstrate how music can actually help coordination
That performance requires perfection - focus on expression, creativity, and effort rather than flawless execution
That musical timing means rigid adherence to beat - show how music has flow, dynamics, and expressive freedom

SEN Adaptations

ADHD

Use shorter activity segments, provide clear physical boundaries, incorporate regular movement breaks, offer leadership roles to maintain engagement

dyspraxia

Use larger, easier-to-handle equipment, provide extra practice time for coordination skills, break down complex movements into smaller steps

autism spectrum

Provide clear structure and routine, offer quiet space for breaks if needed, use visual schedules for activity progression, prepare for potential sensory sensitivities to music

visual impairment

Use contrasting coloured equipment for visibility, provide detailed verbal descriptions of musical characteristics, pair with sighted buddy for spatial awareness

hearing impairment

Use visual cues and gestures to indicate tempo changes, provide vibrotactile feedback through floor contact, use sign language interpreter if available

physical disability

Adapt equipment sizes for different abilities, provide seated versions of activities where appropriate, modify ranges of movement as needed

Cross-Curricular Links

English

Developing vocabulary for describing music and movement, articulating feedback, following complex instructions

Art

Creating visual patterns with ribbons, understanding flow and movement in artistic expression, appreciating aesthetic qualities

Music

Recognising tempo, dynamics, rhythm, and mood in musical pieces; developing appreciation for musical interpretation through movement

PSHE

Teamwork and cooperation, building confidence through performance, giving and receiving constructive feedback, self-reflection skills

Teacher Guidance

Positioning

Move between equipment groups for optimal observation, centre position during whole-class activities

Observation Focus

Musical timing coordination, creative expression, safe equipment use, group cooperation

Intervention Points

Step in when safety is compromised, when students struggle with musical timing, or when group dynamics need support

Demonstration Notes

Demonstrate musical timing clearly through exaggerated examples, show equipment safety procedures, model appreciation during performances

Verbal Cues

•'Listen first, then move!'
•'Let the music guide your energy!'
•'Control your equipment, don't let it control you!'
•'Show me the music in your movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall minimum 15m x 20m, clear of obstacles, with good acoustics for music

Surface Check

Clean, dry, non-slip surface suitable for gymnastic movements and lying down for relaxation

Equipment Safety

Safety Checks

•Check hoops have no sharp edges or cracks
•Ensure balls are soft and light (not basketballs)
•Inspect ribbons for tangles and secure attachment
•Test percussion instruments for safe volume levels
•Verify music equipment is working and volume appropriate

Risk Management

Key Risks

•Equipment collisions during group activities
•Slips and falls during dynamic movements with equipment
•Ribbon tangling causing trips or strangulation risk
•Hoop throwing causing impacts
•Over-excitement leading to loss of control

Risk Mitigation

•Clear boundaries established for each equipment group
•Adequate spacing maintained between active groups
•Progressive skill building from simple to complex actions
•Continuous monitoring of equipment use
•Regular safety reminders during activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all three equipment areas
•Monitor equipment collection and return procedures
•Watch for safe hoop and ribbon manipulation
•Ensure performance area remains clear of obstacles

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, ensure clear access for emergency services if needed