Abstract
This chapter presents research about the relationship between movement and the music learning process. It examines the role of movement in music teaching and learning processes, and discusses how movement is used by music teachers. Since there is a relationship between music and movement, and music making requires the simultaneous application of various sensory modalities, including the kinesthetic, the use of movement would be a logical part of music learning and teaching processes. The chapter also reviews evidence-based research that relates directly to the music experience and concludes with a discussion of patterns, implications for practice, and suggestions for future research.