Including written tasks is a necessity for practising music notation and for assessment and reporting purposes. However, any primary music or performing arts teacher will know that their precious 30–45-minute lesson is eaten up very quickly the moment primary students must complete a written task. By the time students have their stationary ready, complete the task, then pack up; ¾ of your lesson is over. I will demonstrate some approaches and transitions that I rely on, to streamline my lesson segments, while including incidental learning and practise, so that written work can be included and completed, without eating up precious time that could be spent moving and making music!