Get Students Creating
Trepak Triptych
by Drue Bullington
LESSON SEQUENCE · K–6 ADAPTABLE
Purpose
Trepak Triptych uses Tchaikovsky’s Russian Dance (Trepak) from The Nutcracker as the starting point for a three-part sequence in imitation, exploration, and creation. Students experience pulse and form physically before moving toward collaborative choreographic and compositional choices.
AT A GLANCE
Best for — K–6 classrooms; particularly useful when students are comfortable copying a model but need support moving toward independent creative choices.
Students are — Moving/Dancing · Playing Instruments · Composing/Creating
You’ll need — Google Slides with audio and printable templates; optional unpitched percussion and barred instruments.
Musical focus — Form · Phrase · Pulse · Accelerando · Composition
Start with imitation.
Let students experience the music physically before asking them to create anything of their own. Give them a clear movement model and opportunities to notice what is happening in the music.
As they become familiar with the pulse, phrases, and form, begin opening up the choices: What could change? What could you try? What could your group create?
You don't have to reach the final creation in one lesson. The progression from Imitate → Explore → Create is the heart of the resource.
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Help With Movement
I want to use movement, but I’m not confident teaching it.
You know movement can be a powerful part of music learning—but “Okay, everyone move creatively!” can feel like a pretty enormous leap for both you and your students.
You don't have to start there.
Movement can be built gradually. Students can develop trust, movement vocabulary, musical awareness, and confidence before they're asked to make increasingly independent artistic choices.
Body Engagement
by Michael Vasquez
TEACHER GUIDE · ADAPTABLE ACROSS AGES
Build a classroom culture in which movement develops from purposeful participation toward increasingly independent artistic expression.
At a Glance
Best for
Teachers who want to incorporate more meaningful movement into music learning but aren't sure how to scaffold students toward independent expression.
Focus
Movement · Musical response · Creative independence
You'll need
No special materials required.
Need a place to start?
Think about where your students are right now with movement.
Are they still developing comfort and trust? Do they need more movement vocabulary? Can they respond physically to concrete musical ideas but struggle when the task becomes more abstract?
Start there.
Choose movement experiences that give students something concrete to respond to before asking them to make independent artistic choices.
Ready to use this resource?
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