1. Ask children to find a spot in the room to stand. Ask them to place their hands on their waists and turn around. If their elbows touch anyone or anything they should move away. Repeat this request with the children holding arms straight out. Now the children have created their own ‘magic bubble.’ The teacher can go around tapping on the invisible bubbles to see how strong they are.
2. Ask the children to move through the room being very careful not to pop their magic bubble. If anyone gets their bubble popped then both children will need to come sit by the teacher in the bubble repair shop.
3. As children continue to move, play a steady beat on the hand drum. Ask the children to go as fast as the drum. Vary the tempo of the beat and observe as the children are following the drum. Stop the drum and see if the children also stop. If they do not stop, then instruct them to do so with the drum.
4. Ask the children to move to the beat of the drum. Stop the drum and observe the children stopping. Ask the children to make up a silly statue in their stopping space. The teacher can go around and admire all of the silly statues. Repeat several times.
5. Ask the children to make a silly statue with a lot of curves or sharp points. Ask the children to make a silly statue that is tall or very small. You can also ask the children to make a silly statue that has only one part of their body touching the ground, or three parts, five parts, etc.
6. Ask the children to make a statue with a friend that together has 7, 8 or 9 parts of their bodies touching the ground.
7. At this point you can add exploration of locomotion by asking the students how they should move between statues, skipping, running, tip toe, twirling etc. Continue to use the drum to signal moving and stopping.

Adaptations:
Mobility Impaired. Students who use a wheelchair can wheel themselves or be pushed by a friend. If a friend pushes them, then the friend keeps the tempo in their feet and the student in the wheelchair keeps the tempo by patting their own thighs with their hands (patching). Students in the wheelchair can use rhythm sticks as an extension of their arms to reach the ground. Students who use walkers or crutches can use them for support and count them as a body part that touches the floor. (In this case the teacher would not ask for anything fewer than two parts touching the floor.) Students who are ambulatory but unstable can use chairs that have been placed throughout the room for added support. They would not count the chair legs as parts touching the ground.

Low Vision or Blindness. Students create their own personal space but do not move around between statues. They indicate the tempo of the drum by hopping or bouncing in place. When locomotion is explored, the low vision or blind student can move with a sighted friend or can line-up holding hands with other low vision or blind students and be lead throughout the room in a variety of locomotion by the teacher.

Deaf or Hard of Hearing. Give each child a balloon on a string to tie around their wrist. While moving through the room they hold the balloon in their hands to feel the beat of the drum. Use a larger drum if necessary. When the student stops to create a shape they may continue holding the balloon or let it drop and hang off the string.

Cognitive Disabilities. Begin with a simple Stop and Go game using the drum. Separately play a game of making silly statues. When both games are played successfully, combine the games.