Teaching Method - Actions

It is a fact that movement helps children learn. While we know this fact, for some reason teachers seem to favor the methods which rely on visual aids. Learning music is naturally an auditory process and yet, when faced with a new song to teach, we choristers immediately write out the key words and almost automatically begin looking for pictures to match the phrases.

I was reminded recently in a comment on one of my posts, that actions are often a more effective way to teach a song. How true! Actions appear on my master list of teaching methods, but I am glad to reconsider whether I use them often enough as I teach. Movement activities during singing time are especially useful for the junior primary because it gives everyone a chance to participate and be involved. It gives the children a break from all the listening and keeps their wiggles “organized.” Even the littlest ones who won’t sing will often enjoy doing the actions. Children in senior primary still enjoy movement activities. “Hinges” is one of our favorite songs! Older children do seem to need actions that are a little more sophisticated.

If you are not already accustomed to adding actions to Primary songs, the nursery and Sunbeam manuals are great resources to learn how to do this. In fact, the Sunbeam children sometimes add actions spontaneously as they sing because they are used to doing this in class. I would suggest that you read these manuals to find out the basics and then just think about how you can increase the sophistication of the actions for songs that would require it. Often the words of the song will suggest actions that work and sometimes non-specific actions work well too. When I was considering actions for “I Know That My Savior Loves Me,” I could easily visualize the gathering action of my arms for the phrase “children were gathered round Jesus.” After some thinking, I came up with the opposite action for the phrase that comes before. I began the song by sweeping each arm outward as I sang the first phrase. My arms were then in place to slowly sweep back in for the “gathering” phrase.

You can also challenge the children to think of the actions for each of the phrases of the song you wish to teach. Sing the song phrase by phrase and come up with the actions as a group. Try different suggestions until the children are satisfied with an action for each line or phrase. Or, write the phrases on slips of paper and divide into groups. Teachers and other leaders can help the children develop an appropriate action for their assigned phrase. Then, as you sing the song, have each group teach their action to the rest of the children.

Suggestions for using actions are found in the Sharing Time Ideas in both the August 2002 and April 2004 issues of the Friend. An additional note in the August issue reminds us that hand actions are appropriate for Primary singing time but are NOT appropriate to use in the sacrament meeting presentation.

edit - My own thinking is that ASL signs would surely be considered as separate from creative "hand actions".

Pitch-level Conducting

Pitch level conducting focuses the attention of the children on the melody of the song and the up and down quality of pitch. This type of conducting is done by holding your hand in front of you in a flat position, then moving your hand up and down in precise movements, as the melody rises and falls. If the notes are repeated, just bounce your hand forward with each repeated note. You can add variety by moving your hand up and down your other arm or by showing the children how to use their whole bodies in an up and down movement.


Pitch level conducting can be very helpful to children when they are learning a new song. People who are very musical seem to have a natural ability to hear the tones of a melody. The rest of us struggle with this in varying degrees. The Church expects all of us to actively join in the singing. This is especially true in Primary. We sometimes chide the children if they don't sing. Sometimes we observe children just mumbling the words and not singing out as we expect them to. Possibly these children are unsure of the music. As choristers, we often focus on learning the words of the song and expect the children to pick up the music on the fly. If children are not participating as I think they should, I take it as my cue to review the melody of the song. Usually, when the children know the words and the music well, they sing willingly.

Pitch level conducting is not as commonly used as it could be. When I was a child the primary chorister used this method almost all the time, but you don't see it much anymore. Perhaps we just don't think of it. I think maybe it is because we are self-conscious about our ability to do it well. Studying the music ahead of time will help, so that you know how the melody moves. If you don't play music yourself, the pianist can help you. Practicing the technique at home before using it with the children will make you more confident. I also think that it helps to be deliberate. I have a number of methods on a list that I read through as I prepare to teach or review songs. If I haven't done this one in a while, I consciously choose to do it. I have also found that I am more comfortable using something other than my hand. While my hand is "handier" and takes less time, I sometimes use a ruler, and sometimes I hold it between both hands. I have a can with popsicle sticks for the children to use in the same way.

Give pitch level conducting a try. You don't have to conduct the whole song this way, but it can be very useful for phrases that musically complicated or that have abrupt changes in pitch. It becomes easier to do as you actually do it and it will make a big difference in helping the children sing more accurately.