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The research design involved exposure of the same group of students to didactic followed by miming lecturing of CNs. The effectiveness of each lecturing strategy was measured via pre\u2010 and post\u2010testing. Student perceptions of these strategies were measured by a survey. As an example of miming, gestures for CN VII included funny faces for muscles of facial expression, kangaroo vocalization for taste, spitting action for saliva production, and crying for lacrimal gland production. Accounting for extra duration of the miming lecture, it was shown that pre\u2010 to post\u2010test improvement was higher for the miming presentation than for the didactic (0.47\u2009\u00b1\u20090.03 marks\/minute versus 0.33\u2009\u00b1\u20090.03, <jats:italic>n<\/jats:italic>\u2009=\u200939, <jats:italic>P<\/jats:italic>\u2009&lt;\u20090.005). Students perceived that the miming lecture was more interactive, engaging, effective, and motivating to attend (mean on five\u2010point Likert scale: 4.62, 4.64, 4.56, 4.31, respectively) than the didactic lecture. In the final examination, performance was better (<jats:italic>P<\/jats:italic>\u2009&lt;\u20090.001, <jats:italic>n<\/jats:italic>\u2009=\u200939) on the CN than on the non\u2010CN questions\u2014particularly for students scoring \u226460%. While mediating factors need elucidation (e.g., learning due to repetition of content), this study's findings support the theory that gestures and body movements help learners to acquire anatomical knowledge. Anat Sci Educ 8: 584\u2013592. \u00a9 2015 The Authors. 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