# Make music, movement, and drama

Create and interpret patterns and a story through sound, movement, and role.

## Try it

1. Make a sound pattern. Draw its symbols.
2. Add a movement or story action.
3. Let a partner try it. Tell what changed.

Choose symbols for sounds and make a pattern a partner can perform. Add accessible movements with a beginning, change, and ending. Use The Spilled Water for a drama or invent a new ending. Choose a role: actor, narrator, sound-maker, or movement-maker.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **27, 28**.

Performance score page, voice or body percussion, original story, paper puppets.

## Teacher lesson plan

### Learning goal

Create and interpret patterns and a story through sound, movement, and role.

### Before teaching

Can participate through an accessible expressive mode.

### Model

Keep a steady beat, then clap a pattern over it. Show symbols for chosen sounds. Model a movement phrase with a beginning, change, and ending. Use a story moment to show how a character’s action communicates meaning.

### Guide, then apply

Children create a sound score a partner can perform, change tempo or volume while keeping the pattern, and create accessible movement to match. Use The Spilled Water for a short drama or invent a new ending, with narrator, actor, sound, and movement roles available.

### Interpret the response

Look for a reproducible symbol choice, an intentional expressive change, and a connection to a story or idea. Public confidence is not the learning target.

### Support

Use a partner, seated movement, sound-making, narration, sign, AAC, or observation followed by a private demonstration.

### Extend when ready

Explain how changing music or movement changes a viewer’s interpretation of the same scene.

### Fresh check

Have a partner interpret a new score or scene using the child’s symbols and directions. Ask the creator what worked and what to revise.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 27. Record exact support and revisit the idea later.

## Keep learning

[Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 26 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Visual and Performing Arts](https://www.cde.ca.gov/sp/cd/re/documents/ptklfvisualperformarts.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.

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## Revisions

[Revision history](/agent/docs/tk-lesson-perform/history)