“Let’s do it again,” shout the children as they complete an activity in music class. A casual observer would be aware that the children are fully engaged but may not be sure of the lesson focus. Is it to help children learn a new orchestra piece? To teach about the beat? To teach form? To teach rhythm? To teach children to read a music score? To teach them how to manage themselves in space? To help children practice thinking and problem solving? This article explores the power of movement to teach multiple music concepts, problem solving, and social skills simultaneously and effectively. (Contains 2 figures.)