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The relationship between music and movement

Throughout my professional practice, I have used and explored with props within a community dance session when my students have had limited vocabulary or have been between ages 3-6. “Props can also be great fun and encourage a climate of exploration and playfulness, but always remember that props should enhance movement, not mask it” (Hills, 2003, p.81). For me, I have found that this method encourages students to listen to the relationship of the music and the props to explore their own movements. Hills (2003) suggests ideas of working in a non-verbal way and the method of ‘body talk’ and many ways to incorporate music as a way of communication with people with limited movement. Peppy Hills has helped me improve  my teaching methods and guided me through alternative ways of teaching in a non-verbal way. By this, I learnt that dancers with disabilities can explore movement using qualities of touch and the use of choreographic devises to develop work and understanding of choreography knowledge. I have learnt to incorporate music within the sessions to encourage emotional expression. For example, using Jazz music, the students have been more energetic whereas Hip hop music helps them express character.
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  1. Tanith Waldie30 November 2019 at 14:36

    Thank you Tara for your lovely blog! I have had the opportinuty on various occassions to work with students who have disabilities, be it visual, auditory or physical and i have always found that props and music create a pathway to emote freely. It is almost as though music allows them to 'release' the emotion of the movement.

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