MAPSMusic Scarf
Summary
Students move scarves up and down and fast and slow to translate what they hear into physical movement, representing differences in pitch and tempo. As the activity becomes more challenging, students listen for both elements at the same time and use their scarves to show combinations such as high/low + fast/slow. This activity is especially suitable for students’ initial exploration and experience of musical concepts.
Procedures
- 1
The teacher begins without music, using scarf movements to help students become familiar with high, low, fast, and slow.
- 2
The teacher raises or lowers the scarf. Students imitate the movement and say “high” or “low.”
- 3
The teacher moves the scarf quickly or slowly. Students imitate the movement and say “fast” or “slow.”
- 4
Once students are familiar with the basic movements, the teacher begins playing clearly contrasting high and low sounds on the piano.
- 5
Students move their scarves according to the pitch they hear:
oWhen they hear a higher sound, they raise the scarf. oWhen they hear a lower sound, they lower the scarf.
- 6
The teacher can then play simple ascending and descending patterns. Students move their scarves upward or downward in space to follow the direction of the sound.
- 7
Next, the teacher plays musical excerpts at clearly contrasting tempos. Students move their scarves according to the tempo:
oWhen the music is fast, they move the scarf quickly. oWhen the music is slow, they move the scarf slowly.
- 8
Once students can identify pitch and tempo separately, the teacher combines the two musical elements, for example: high + fast or high + slow. Students use both the position and the speed of the scarf to represent what they hear.
- 9
Finally, invite one student to be the leader. The leader uses scarf movements to indicate high/low and fast/slow, while the teacher improvises on the piano in response to the student’s movements.
Variations
The teacher can adjust the difficulty of the activity based on students’ age and level of musical understanding. For students who are new to these concepts, pitch and tempo can be practiced separately first. For students who are already familiar with the basic concepts, the teacher can move directly to combined pitch-and-tempo exercises.
Reference Video Link
Activity Preparation
1. Prepare a lightweight scarf for each student.
2. Have students stand with enough space between them to move freely.
Activity Sources
- Source Type:
- Website / Online resource
- Source:
- Sing Play Create, How to Use Scarf Activities to Teach Music Concepts (2021)
MAPS teaching activities may come from a variety of sources, including original contributions by the MAPS team, online resources, published materials, activities learned from teachers, activities shared by colleagues, traditional teaching practices, and other sources. When a source can be reasonably identified, we make every effort to acknowledge it on the relevant activity page or in the accompanying reference information.
Some content may be organized, translated, structured, or adapted by the MAPS team for specific teaching contexts. Such editorial or instructional adaptation does not mean that MAPS claims ownership of the underlying third-party material. Rights to third-party content remain with the original authors, publishers, or other lawful rights holders.
If you are an author, copyright holder, or authorized representative and have questions or concerns regarding the source, attribution, or use of any content, please contact us:
Email: musicactivityps@gmail.com
Music Scarf
Summary
Students move scarves up and down and fast and slow to translate what they hear into physical movement, representing differences in pitch and tempo. As the activity becomes more challenging, students listen for both elements at the same time and use their scarves to show combinations such as high/low + fast/slow. This activity is especially suitable for students’ initial exploration and experience of musical concepts.
Procedures
- 1
The teacher begins without music, using scarf movements to help students become familiar with high, low, fast, and slow.
- 2
The teacher raises or lowers the scarf. Students imitate the movement and say “high” or “low.”
- 3
The teacher moves the scarf quickly or slowly. Students imitate the movement and say “fast” or “slow.”
- 4
Once students are familiar with the basic movements, the teacher begins playing clearly contrasting high and low sounds on the piano.
- 5
Students move their scarves according to the pitch they hear:
oWhen they hear a higher sound, they raise the scarf. oWhen they hear a lower sound, they lower the scarf.
- 6
The teacher can then play simple ascending and descending patterns. Students move their scarves upward or downward in space to follow the direction of the sound.
- 7
Next, the teacher plays musical excerpts at clearly contrasting tempos. Students move their scarves according to the tempo:
oWhen the music is fast, they move the scarf quickly. oWhen the music is slow, they move the scarf slowly.
- 8
Once students can identify pitch and tempo separately, the teacher combines the two musical elements, for example: high + fast or high + slow. Students use both the position and the speed of the scarf to represent what they hear.
- 9
Finally, invite one student to be the leader. The leader uses scarf movements to indicate high/low and fast/slow, while the teacher improvises on the piano in response to the student’s movements.
Variations
The teacher can adjust the difficulty of the activity based on students’ age and level of musical understanding. For students who are new to these concepts, pitch and tempo can be practiced separately first. For students who are already familiar with the basic concepts, the teacher can move directly to combined pitch-and-tempo exercises.
Reference Video Link
Activity Preparation
1. Prepare a lightweight scarf for each student.
2. Have students stand with enough space between them to move freely.
Activity Sources
- Source Type:
- Website / Online resource
- Source:
- Sing Play Create, How to Use Scarf Activities to Teach Music Concepts (2021)
MAPS teaching activities may come from a variety of sources, including original contributions by the MAPS team, online resources, published materials, activities learned from teachers, activities shared by colleagues, traditional teaching practices, and other sources. When a source can be reasonably identified, we make every effort to acknowledge it on the relevant activity page or in the accompanying reference information.
Some content may be organized, translated, structured, or adapted by the MAPS team for specific teaching contexts. Such editorial or instructional adaptation does not mean that MAPS claims ownership of the underlying third-party material. Rights to third-party content remain with the original authors, publishers, or other lawful rights holders.
If you are an author, copyright holder, or authorized representative and have questions or concerns regarding the source, attribution, or use of any content, please contact us:
Email: musicactivityps@gmail.com
