Forces in Motion · Term 2

Observing Pushes and Pulls

Students will identify and demonstrate pushes and pulls in everyday activities and games.

About This Topic

Shapes in Space is a fundamental unit in Year 2 Dance that focuses on the element of 'Space.' Following the ACARA curriculum, students explore how to use their bodies to create geometric and organic shapes, both individually and in groups. They learn about levels (high, medium, low) and how changing their shape can change the visual interest of a dance.

This topic encourages students to think of their bodies as sculptures. In Australia, this might involve mimicking the unique shapes of the landscape, the jagged peaks of the Glass House Mountains or the curving waves of the coast. By working collaboratively, students learn that dance is not just about individual movement but about how bodies relate to one another in a shared space. Active learning through 'statue' games and group choreography helps students visualize these spatial concepts in a tangible way.

Active Learning Ideas

Simulation Game: The Human Sculpture Gallery

Students work in pairs to 'sculpt' each other into interesting shapes using different levels. One student is the artist, the other is the clay. They then swap and discuss which shapes looked the most 'balanced'.

⏱ 20 min·Pairs

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Inquiry Circle: Group Geometrics

Groups of four are challenged to use their bodies to create a specific shape (a triangle, a circle, a star) at three different levels simultaneously. They perform their 'shape' for the class.

⏱ 25 min·Small Groups

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Think-Pair-Share: Positive and Negative Space

One student makes a shape with a 'hole' in it (like an arm arch). Their partner must find a way to fit part of their body into that 'negative space' without touching. They discuss how this creates a new, bigger shape.

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Dance is only about moving around the room.

What to Teach Instead

Students often think they aren't 'dancing' if they are still. Teaching them about 'shapes' and 'stillness' helps them understand that a dance is made of both movement and the interesting positions you hold.

Common Misconception

Shapes have to be perfectly symmetrical.

What to Teach Instead

Many children try to make both sides of their body match. Exploring 'asymmetrical' shapes, where one side is different from the other, helps them create more dynamic and modern dance movements.

Frequently Asked Questions

What are 'levels' in dance for Year 2?

Levels refer to the height of the dancer. 'Low' is on the floor, 'Medium' is standing or kneeling, and 'High' is reaching up, jumping, or being lifted. Using different levels makes a dance more exciting to watch.

How do I teach 'space' without students bumping into each other?

Use the concept of a 'Personal Bubble.' Every student has an invisible bubble around them. The goal is to move and create shapes without popping anyone else's bubble. This builds spatial awareness and safety.

How does active learning help students understand spatial awareness?

Spatial awareness is a physical skill. By participating in collaborative investigations like 'Group Geometrics,' students must physically negotiate their position relative to others. This hands-on problem solving teaches them about proximity, scale, and composition far more effectively than watching a video.

What is 'negative space' in dance?

Negative space is the empty space around and between dancers. In Year 2, we teach students to look for the 'windows' created by someone's pose and how they can use that space to create interesting group patterns.

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