Edward Santiago

For music educators striving for continuous excellence, the pursuit of innovative teaching methods is a constant endeavor. One powerful approach that is gaining significant traction, particularly in elementary settings but with clear implications for all music classrooms, is the integration of music and movement into daily lessons. Far beyond mere recreational activity, this strategy is rooted in research demonstrating its capacity to enhance academic achievement, elevate student engagement, and foster social-emotional growth (DiDomenico, 2017). For those considering the National Board Process, this pedagogical approach aligns perfectly with the core tenets of advanced teaching practice, challenging educators to become more creative and engaging.

At its heart, this method embraces holistic learning, recognizing the interconnectedness of cognitive, emotional, and physical development (Allee et al., 2024). When students are actively involved in moving, singing, or engaging rhythmically with musical concepts, they are simultaneously activating multiple areas of the brain. This multifaceted engagement leads to deeper comprehension and improved retention of information (Still & Bobis, 2005). Furthermore, this strategy seamlessly integrates with the principles of arts integration, where students can demonstrate their understanding of concepts across various disciplines through creative expression (The Kennedy Center, n.d.).

Numerous studies underscore the academic benefits of incorporating music and movement. For instance, An et al. (2015) observed that music-based math lessons boosted preservice teachers’ confidence and effectiveness. Similarly, Samsudin et al. (2019) found that singing and movement significantly improved students’ focus and their grasp of mathematical concepts. In the realm of reading, tools like GoNoodle© have been shown to enhance fluency by maintaining student activity and attention (Wold, 2019). The consistent repetition of familiar songs and rhymes, especially when coupled with physical movement, also strengthens phonological awareness (Roberts, 2020). For music teachers, this demonstrates how their expertise can enrich the entire curriculum, showcasing their vital role in holistic student development.

Beyond academic gains, these practices notably enhance classroom engagement. Students become more inclined to participate and remain on task when music and movement are integral to their learning environment. As Dieterich (n.d.) pointed out, arts-integrated activities cultivate collaboration and critical thinking skills. Moreover, Hall (2019) reported a significant reduction in transition times between activities when music and movement were utilized, leading to smoother classroom flow and fewer disruptions. This is particularly relevant for music educators, who inherently understand the power of rhythm and structure in managing group dynamics.

The advantages extend beyond academics to profoundly impact social-emotional development. Activities that involve rhythm and expression foster emotional awareness and contribute to a more inclusive classroom atmosphere (Abril, 2011). John et al. (2016) discovered that musical play helped children achieve greater calmness, focus, and connection with their peers. This highlights how music teachers, through their specialized knowledge, can play a pivotal role in nurturing well-rounded individuals.

Certainly, integrating these practices presents challenges. Educators must ensure activities are well-aligned with curriculum objectives (An, 2012) and may contend with constraints such as limited time, resources, or specialized training (DiDomenico, 2017). It is crucial to emphasize that the general classroom use of music and movement should always complement, rather than replace, the invaluable instruction provided by certified music specialists.

However, practical and accessible avenues exist for educators to begin. Resources like videos by Jack Hartman and Jan Richardson (Moua, 2023) offer straightforward ways to introduce movement into literacy and math lessons, serving as excellent starting points for cross-curricular collaboration.

For music teachers, embracing and advocating for the incorporation of music and movement across the curriculum is not merely about injecting fun; it is about leveraging an evidence-based approach to create more dynamic, inclusive, and impactful learning experiences for every student. This commitment to advanced pedagogical practice, continuous reflection, and demonstrable impact on student learning directly mirrors the rigorous expectations of the National Board Process, encouraging music educators to explore how Board Certification can further challenge them to excel in fostering creativity and engagement in their classrooms and beyond. 

The National Board for Professional Teaching Standards for music teachers specifically asks candidates to demonstrate “highly specialized knowledge in choral, instrumental, or general music” and to use that knowledge to create learning environments where students “make connections to become fully engaged in the learning process.” This process, therefore, naturally pushes music educators to think more creatively about their craft and how to engage students on a deeper, more meaningful level.