Moving Bodies · Term 4

Shapes in Space

Learning to use levels and body shapes to create visual interest in movement.

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.

Learning Objectives

• Design a personal body shape that is either sharp or curved.
• Demonstrate movement between high, medium, and low levels.
• Create a single, large group shape with classmates.
• Compare the visual effect of sharp versus curved body shapes.
• Explain how changing levels affects the overall visual composition of a dance.

Before You Start

Body Awareness

Why: Students need to be able to identify and control different parts of their own body before they can use their whole body to create shapes.

Basic Movement Skills

Why: Students should have experience with fundamental movements like walking, jumping, and balancing to explore different spatial pathways and levels.

Key Vocabulary

Sharp shape	A body shape with straight lines, angles, and pointed parts, like a star or a triangle.
Curved shape	A body shape with smooth, rounded lines, like a circle or a crescent moon.
High level	Moving or holding your body position up high, like on tiptoes or jumping.
Low level	Moving or holding your body position close to the ground, like crouching or rolling.
Medium level	Moving or holding your body in a position between high and low, like standing or sitting.

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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Real-World Connections

Sculptors, like Barbara Hepworth, use their understanding of form and space to create abstract sculptures that often feature sharp and curved lines, influencing how viewers perceive shape and volume.

Architects design buildings with distinct shapes, from the sharp angles of modern skyscrapers to the curved roofs of concert halls, impacting the visual landscape of cities and how people interact with spaces.

Animators create characters with specific body shapes and movements, using sharp angles for aggressive characters and curves for gentle ones to convey personality and emotion in films.

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.

Assessment Ideas

Quick Check

Ask students to stand and make a sharp shape with their body, then a curved shape. Observe if they can differentiate and create distinct forms. Ask: 'Show me a sharp shape. Now show me a curved shape. What is different about them?'

Discussion Prompt

After students have explored different levels, ask: 'Imagine you are a tall tree reaching for the sun. What level are you in? Now imagine you are a seed hiding underground. What level are you in?' Discuss how changing levels changes how big or small they appear.

Exit Ticket

Give each student a card with a picture of a group of people. Ask them to draw one line showing how the group could connect to make one large shape. On the back, they write one word describing their group's shape (e.g., circle, star, line).

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.