The Arts · Year 1 · Moving Bodies: Dance and Space · Term 3

Shapes in Motion: Body Forms

Creating still and moving shapes with the body to represent objects and feelings.

• ACARA Content Descriptions
• AC9ADA2E01
• AC9ADA2D01

About This Topic

Shapes in Motion introduces Year 1 students to the element of 'body' in dance. Students explore how to use their physical selves to create still shapes (statues) and moving shapes, focusing on levels (high, medium, low) and pathways (straight, curved, zigzag). This topic aligns with ACARA Dance standards where students use their bodies to express ideas and feelings through movement.

In the Australian context, this can be linked to the movements of native animals or the shapes found in the natural landscape, such as the jagged edges of a cliff or the flowing curves of a river. By experimenting with 'heavy' and 'light' movements, students develop physical control and an understanding of how dance can communicate without words. This topic comes alive when students can physically model these shapes in response to music or visual prompts.

Key Questions

1. Analyze how we can make our bodies look heavy like a rock or light like a cloud.
2. Compare the impact of sharp, angular shapes versus soft, rounded shapes in dance.
3. Design a sequence of body shapes that tells a mini-story.

Learning Objectives

• Demonstrate how to create contrasting body shapes representing 'heavy' and 'light' qualities.
• Compare the visual impact of sharp, angular body shapes versus soft, rounded body shapes.
• Design a short sequence of still body shapes to represent a simple object or feeling.
• Analyze how changes in body level (high, medium, low) affect the overall shape and expression.
• Create moving body shapes that follow a straight or curved pathway.

Before You Start

Body Awareness and Control

Why: Students need a basic understanding of how to move different body parts and control their balance before exploring specific shapes and qualities.

Introduction to Movement

Why: Prior experience with simple locomotor movements (walking, running, jumping) provides a foundation for exploring pathways and creating sequences.

Key Vocabulary

Body Shape	The form or outline created by a dancer's body in space, which can be still or moving.
Levels	The vertical space a dancer uses, including high (above shoulders), medium (at shoulders or waist), and low (below waist).
Pathway	The route the body travels through space, which can be straight, curved, or zigzag.
Qualities of Movement	The characteristics of how a movement is performed, such as heavy, light, sharp, or soft.

Watch Out for These Misconceptions

Common Misconception

Students often think that dance is only about 'steps' or 'routines.'

What to Teach Instead

The 'Sculpture Garden' activity shows them that a still shape can be just as much a part of dance as a jump. This helps them understand that dance is about using the body to communicate, not just following a beat.

Common Misconception

Children may only move at 'eye level' and forget about the floor or the air.

What to Teach Instead

Use the 'Magic Remote' to specifically call for 'Low Level' (on the floor) or 'High Level' (reaching up). This physical challenge forces them to explore the full range of their personal space.

Active Learning Ideas

Simulation Game: The Magic Remote

The teacher (or a student) holds an imaginary remote control. When they press 'Pause,' the class must freeze in a 'sharp' shape. When they press 'Play,' they move in 'curvy' lines. 'Fast Forward' and 'Slow Motion' change the speed of their shapes.

20 min·Whole Class

Gallery Walk: Sculpture Garden

Half the class creates a 'statue' representing a feeling (e.g., 'proud' or 'shy') at different levels. The other half walks through the 'garden,' trying to guess the feeling based on the shape. Then, the groups swap roles.

25 min·Whole Class

Think-Pair-Share: Shape Mimics

Pairs are given a picture of a natural object (e.g., a prickly banksia or a drooping willow). They must work together to create a 'partner shape' that represents that object, focusing on how to use their arms and legs to show the texture.

15 min·Pairs

Real-World Connections

• Sculptors and animators create still and moving forms to represent characters and objects. For example, animators use body shapes to convey emotions like joy or sadness in animated films.
• Athletes in sports like gymnastics or synchronized swimming use precise body shapes and movements to execute routines and score points, demonstrating control and expression.

Assessment Ideas

Quick Check

Ask students to form a 'heavy' shape on the floor, then a 'light' shape in the air. Observe if they can differentiate and demonstrate the qualities through their body posture and tension.

Exit Ticket

Provide students with a card showing a simple object (e.g., a tree, a ball). Ask them to draw or write one sentence describing a body shape they could make to represent it.

Discussion Prompt

Show images of different sculptures or natural forms (e.g., a rock, a feather, a winding river). Ask students: 'How could you use your body to look like this? What kind of movement would it be: heavy or light, sharp or soft?'

Frequently Asked Questions

How do I help students who are self-conscious about dancing?

Focus on 'movement' rather than 'dance.' Using prompts like 'move like a heavy rock' or 'be a wiggly worm' takes the pressure off 'looking good' and puts the focus on the creative task. Active, game-based learning makes it feel like play.

What kind of music should I use for Year 1 dance?

Use music without lyrics to allow students to form their own interpretations. Vary the tempo and mood, try some didgeridoo tracks for 'earthy' movements and light orchestral pieces for 'airy' movements.

How does this connect to the ACARA Health and PE curriculum?

There is a strong overlap in 'Fundamental Movement Skills.' While PE focuses on the physical execution (how to jump), Dance focuses on the expressive quality (why we are jumping and what the jump looks like).

How can active learning help students understand dance shapes?

Active learning strategies like 'Shape Mimics' require students to translate a visual image into a physical action. This 'cross-modal' learning is much more effective than just watching a teacher. By working in pairs to solve a 'shape puzzle,' students engage in peer teaching and refine their physical awareness through immediate feedback.