The Arts · Year 7

Active learning ideas

Elements of Dance: BASTE

Active learning works well for BASTE because movement is best understood kinesthetically. When students physically manipulate each element, they internalize abstract concepts like 'Energy' or 'Space' in a way that watching or talking alone cannot achieve.

• ACARA Content Descriptions
• AC9ADA8D01
• AC9ADA8S01

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 50 min · Small Groups

Stations Rotation: The BASTE Circuit

Five stations, each focusing on one element. For example, at the 'Space' station, students must perform a simple walk using three different levels (high, medium, low). At 'Energy,' they perform the same walk 'sharp' versus 'fluid.'

Analyze how the use of levels changes the power dynamic between dancers.

Facilitation Tip

During the BASTE Circuit, play rhythmic music to keep energy high and transitions smooth between stations.

What to look for

Present students with short video clips of dance or movement. Ask them to identify and write down which BASTE elements are most prominent in each clip, providing a brief justification for their choices.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Simulation Game
• 20 min · Whole Class

Simulation Game: The Energy Dial

The teacher acts as a 'dial' from 1 to 10. Students perform a simple repetitive movement (like a reach). As the teacher turns the dial up, students must increase the 'Energy' (tension/speed) of the move accordingly.

Differentiate between sharp and fluid energy in a sequence.

Facilitation Tip

For The Energy Dial, model sharp and fluid movements first so students can see the contrast before trying it themselves.

What to look for

Pose the question: 'How does changing the energy quality from sharp to fluid alter the feeling of the same movement?' Facilitate a class discussion where students share their observations and use BASTE vocabulary.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Space Mapping

Students watch a short dance clip and focus only on 'Space.' They discuss with a partner: Did the dancer stay in one spot? Did they use the whole stage? What shapes did their body make?

Explain how negative space highlights a specific movement.

Facilitation Tip

In Space Mapping, provide colored tape to mark floor pathways so students can visually track their spatial decisions.

What to look for

Students receive a prompt: 'Describe one way you could use the element of 'Space' to make a simple walking pattern more interesting.' They write their response on an index card before leaving class.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach BASTE by modeling each element with simple, relatable actions. Avoid overwhelming students with too many new terms at once. Research shows that isolating one element at a time, then combining them, builds stronger understanding and retention. Encourage students to name what they see and do, reinforcing vocabulary through repetition and practice.

By the end of these activities, students will confidently identify and apply BASTE elements in their own work. They will move from describing movement to intentionally creating it, using clear vocabulary and deliberate choices.

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Watch Out for These Misconceptions

• During the BASTE Circuit, watch for students who default to 'steps to music.' Redirect them by asking, 'Which element are you focusing on right now? How does changing your Energy alter the movement?'

  During Space Mapping, if students say 'Dance is just following steps,' point to the floor pathways they’ve drawn. Ask, 'How does your path change the meaning of walking across the room?'

• During The Energy Dial, listen for comments like 'I can’t do it right.' Pause the activity and ask, 'What does sharp energy feel like in your body? What about fluid?'

  During the BASTE Circuit, if students claim only flexible students can dance, have them perform a slow, deliberate movement in a small space. Ask, 'How does Space and Time make this expressive?'

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Methods used in this brief

• Stations Rotation
• Simulation Game
• Think-Pair-Share