Abstract
Given the natural integrated nature of music and movement, university music education methods courses frequently emphasize active experiences and teaching approaches that include strategies for effective movement and music integration designed for preservice music educators. This narrative self-study represents an exploration of facilitating integrated music and movement experiences when these courses abruptly transitioned to an online modality during the COVID-19 pandemic. Strategies for successful facilitation included: (a) using materials and spaces that are available; (b) embracing limits with flexibility; and (c) emphasizing socioemotional learning, even in online spaces. Although implications are specific to one teaching context, connections can be made across a variety of music courses where movement and music are integrated.