The Arts · Foundation · Body Language and Movement · Term 2

Navigating Space: Levels and Pathways

Learning about levels and pathways by moving high, low, and in different directions.

• ACARA Content Descriptions
• AC9ADAFE01
• AC9ADAFE02

About This Topic

Moving Through Space introduces Foundation students to the concept of 'spatial awareness' in dance. They explore how to use their whole bodies to navigate the room safely while experimenting with different levels (high, medium, low) and pathways (straight, curved, zig-zag). In the Australian Curriculum, this topic helps students develop gross motor skills and an understanding of how their bodies relate to others and the environment.

Students learn to move with intention, choosing to be as small as a seed or as tall as a gum tree. This exploration of space is fundamental to choreography and performance. It also encourages students to respect personal boundaries, often referred to as their 'dance bubble.' Students grasp this concept faster through structured movement games and peer-led 'follow the leader' activities that require them to visualize and execute complex paths through the room.

Key Questions

1. Differentiate the sensation of moving in a zig-zag versus a circular pathway.
2. Analyze the choices a dancer makes to maintain personal space.
3. Construct a movement sequence that effectively utilizes the entire performance area.

Learning Objectives

• Demonstrate movement across a performance space using high, medium, and low levels.
• Compare the physical sensations of moving along a straight pathway versus a circular pathway.
• Analyze the choices a dancer makes to maintain personal space while moving.
• Design a short movement sequence incorporating varied levels and pathways.
• Identify different directions of travel within a defined performance area.

Before You Start

Basic Body Awareness

Why: Students need to be able to identify and move different body parts before they can navigate space.

Following Simple Directions

Why: This topic requires students to follow instructions for movement, such as 'move high' or 'move in a circle'.

Key Vocabulary

Level	The height at which a dancer moves, such as high (on tiptoes), medium (standing), or low (on the floor).
Pathway	The route a dancer takes across the performance space, such as straight, curved, or zig-zag.
Personal Space	The invisible bubble around your body that you keep clear when moving, also called your 'dance bubble'.
Performance Area	The designated space where a dance or movement is performed, like the classroom floor or a stage.

Watch Out for These Misconceptions

Common Misconception

Dancing is just 'running around.'

What to Teach Instead

Students often confuse high-energy play with dance. Use 'slow-motion' challenges to show that controlled, deliberate movement in space is what makes it a dance.

Common Misconception

You can only dance in a straight line.

What to Teach Instead

Children often follow the perimeter of the room. Use floor markers or 'islands' to encourage them to use the center of the space and explore diagonal or circular pathways.

Active Learning Ideas

Simulation Game: The Invisible Maze

The teacher describes an imaginary landscape (e.g., 'crawl under low branches,' 'step over hot sand'). Students must move across the room, adjusting their levels and speed to match the 'obstacles' described.

15 min·Whole Class

Think-Pair-Share: Pathway Partners

One student uses a finger to 'draw' a pathway in the air (like a spiral or a zig-zag). Their partner must then try to walk that exact pathway across the floor using their whole body.

15 min·Pairs

Stations Rotation: Level Explorers

Set up three zones: 'The Sky' (high movements), 'The Grass' (medium movements), and 'The Burrow' (low movements). Students rotate through the zones, creating a 10-second dance that only uses that specific level.

20 min·Small Groups

Real-World Connections

• Choreographers for theatre productions, like those at Sydney Theatre Company, design movement sequences that utilize the entire stage, considering levels and pathways to tell a story.
• Traffic engineers plan road layouts, including straight and curved pathways, and consider the space vehicles need to navigate safely, similar to how dancers manage personal space.

Assessment Ideas

Quick Check

Ask students to stand. Say 'Show me a high level.' Then say 'Show me a low level.' Observe if students can differentiate and demonstrate the levels. Repeat with 'Show me a straight pathway' and 'Show me a circular pathway'.

Discussion Prompt

Gather students in a circle. Ask: 'When you were moving in your dance bubble, what did you do to make sure you didn't bump into anyone else?' Listen for responses related to looking, stepping carefully, or adjusting speed.

Exit Ticket

Give each student a card with a drawing of a simple shape (e.g., a square, a circle). Ask them to draw one way they could move through that shape using a high level and a low level.

Frequently Asked Questions

How can active learning help students understand spatial awareness?

Active learning in dance is inherently physical, requiring students to constantly adjust their bodies in relation to others. By participating in simulations and collaborative movement tasks, students develop a 'felt' sense of space. They learn to judge distances, plan pathways, and change levels in real-time. This hands-on approach builds confidence and coordination, turning the abstract concept of 'space' into a tangible tool for expression.

How do I keep students safe during movement lessons?

Establish the 'Dance Bubble' rule immediately. Explain that every student has an invisible bubble around them that must not be popped by touching others. Use clear start and stop signals, like a tambourine or a whistle.

What are 'levels' in dance?

Levels refer to the height of the movement. 'Low' is on or near the floor, 'medium' is standing up, and 'high' involves reaching up or jumping. Using these three levels makes a dance more visually interesting.

How can I incorporate Australian nature into space lessons?

Ask students to move like local animals. How does a kangaroo move through space compared to a snake or an eagle? This connects spatial pathways to observable patterns in the Australian environment.