Darla Hanley's Music Room
Creative Teaching for Students of Today (& Tomorrow) PK-8
Today’s Teaching Strategy: All by Chance
(Movement and Instrument Play)
Upper Elementary (3-5)
© 2025 Darla S. Hanley
This teaching strategy is all about being musically spontaneous and responding to something. It goes with a 2021 interpretation of “Fly Me to the Moon (In Other Words)” by Beegie Adair because of its swing feel and tasty harmonies.
This track is available on multiple streaming audio platforms. (Like many of my teaching strategies, you should feel free to find other audio tracks to anchor the learning experience using music that works in your setting or new tracks to simply “mix it up.”)
Pedagogical Foundations
Go ahead. Do it. Give it a try! Come on… What are you waiting for?
We are spontaneous every day as we navigate life. Unexpected things happen that alter our original plans and we go with the flow (or try to lol). And even when we follow a plan, we often engage in a sort of “auto pilot” based on prior experience (and years of living lol). We do not fully script our day; rather we rely on what we know and can do, applying things in new contexts, engaging in critical and creative thinking, solving problems, making decisions… and the list goes on and on. It’s pretty amazing when you stop and think about how all of this happens with SO many people out and about every day engaging and doing! So how does this relate to music?
Music includes a language that is made up of sounds and symbols (oral/aural and written), artistic interpretations, articulations, phrases, improvisations—and more. As music teachers we empower students by filling their “musical toolboxes” with what they need to speak the language of music (e.g., express themselves musically and creatively, articulate personal opinions and musical preferences, engage in ensemble with others, develop an ongoing command of the elements of music). This is central to the gig.
We all know there are many ways to approach how we fill a student’s toolbox with tools and have them use them. In music, we work with voices, instruments, audio tracks, technology, found sounds, etc. as we lead students to Respond, Create, and Perform. We do this to prepare them to be independent artists making music and expressing themselves using what they know and can do—with ease. And all of this occurs while we are constantly working to set them up for success.
When I think of engaging students to be creative AND spontaneous in music class I consider the following 3 things:
Make sure students have a command of what they are being asked to do before asking them to apply it spontaneously. This seems obvious, but sometimes we move forward when they’re not quite ready.
Structure spontaneous participation in playful ways (e.g., games, use props like dice, draw cards) so students focus on the “how” something is happening as a bit of a distraction from the “what”. (They primarily see the game or the prop… we primarily see the response.) Make sense?
Observe students who hesitate and do not seem comfortable and either respond with them, or pair them with other students. If this happens seamlessly, students will feel supported—not put on the spot.
Today’s teaching strategy “All by Chance” includes moving and playing “as called by rolling dice”— responding with a set answer that corresponds to the number rolled! I hope you give it a try with your students. But first, let me remind you who I am:
Hi! I’m Darla, an experienced PK-12 music educator, college professor, and former Berklee College of Music Dean looking to connect with teachers, parents/caregivers, and others seeking to advance creative music making for today’s students—and their teachers. In Darla Hanley’s Music Room you will find teaching strategies, advice and teaching tips, playlists, and more.
Today we are going to move and play rhythmic patterns on instruments with a twist. Show the large foam dice: What is this and how is it used? (Die/dice; used in games) Does anyone know how many numbers are on this die? (1-6).
ProTIP: Asking about the number of numbers on a die sets up the connection between the die and the movements and rhythmic patterns students will perform.
ProTIP: If time permits, ask students how they think the die will be used in class. This question engages their critical thinking and ability to make a prediction.
We will practice 6 movements and 6 rhythmic patterns—each one with an assigned number on the die. I will roll the die and the number rolled will tell us what to do!
Show the list of numbered movements and lead students to perform them (without music).
ProTIP: Print and display the “DHMR Chance Moves” PDF as a reference for students.
Now it’s time to roll the die and move with music! Important: keep performing the movement that was called until I roll the die again and the die tells us which movement is next.
ProTIP: Perform movements along with students as a model.
ProTIP: Have students perform each movement a few times to give them the opportunity to feel comfortable with it before rolling the die again.
Play the recording of “Fly Me to the Moon (In Other Words)” by Beegie Adair, roll the die, and lead students to perform movements with the track.
Now we’ll play this chance game with instruments!
Teach the 6 rhythmic patterns, distribute a variety of rhythm instruments, and lead the chance game having students perform the pattern that was called until the die is rolled again.
ProTIP: You know your students! Teach the 6 rhythmic patterns in the manner that best suits your teaching setting (e.g., rote/reading).
ProTIP: Swing the rhythms to make them match the music!
Materials/Set Up
Space for Movement
Large Foam Dice
DHMR “Chance Moves” Visual Aid (printable PDF)
Variety of Rhythm Instruments
🎵 Beegie Adair "Fly Me to the Moon (In Other Words)” Link to Track on Spotify
Chance Moves
© 2025 Darla S. Hanley
Step Touch R with a Clap/Step Touch L with a Clap
Step Kick R/Step Kick L
Circle Around Yourself
Jazz Square
“John Travolta” Reach
Mark Time March with Steering Wheel Hands
