Active listening in school music settings often remains passive, with students coloring worksheets or tracing diagrams rather than engaging bodily or musically. This article presents a five-step musicogram workflow that turns listening into whole-class performance through coordinated movement, rhythm work, and student-designed icon maps. Grounded in embodied cognition, multimodal learning, and Wuytack’s concept of the musicogram, the approach helps learners internalize form, pulse, and expressive detail before encountering formal notation. A classroom scenario based on “The Addams Family” illustrates how the sequence scaffolds movement-rich rehearsal and shared musical understanding. Practical tools suitable for both primary and secondary general music, including design guidelines, adaptable movement options, and an observation-based assessment rubric, show how teachers can assess listening through action. Synthesizing principles from Cognitive Load Theory and multimedia learning research, the article suggests that movement-based musicogram work enhances temporal precision, expressive responsiveness, and student engagement.
Fernández-Barros et al. (Thu,) studied this question.