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.

• Year 7
• The Arts
• 3 activities
• 20 min–50 min

Learning Objectives

1. Classify movements into categories of sharp or fluid based on their energy quality.
2. Compare the impact of high, medium, and low levels on the perceived power dynamics between dancers.
3. Explain how the deliberate use of negative space can emphasize specific body actions.
4. Design a short movement sequence that clearly demonstrates the manipulation of at least two BASTE elements.
5. Analyze how variations in tempo and rhythm affect the overall mood of a dance phrase.

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.'

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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?

Prepare & details

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.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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?'

What to Teach Instead

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?'

Common Misconception

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?'

What to Teach Instead

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?'

Assessment Ideas

Quick Check

After the BASTE Circuit, present short video clips of dance or movement. Ask students to identify the most prominent BASTE element in each clip and justify their choice in a one-sentence response.

Discussion Prompt

During The Energy Dial, 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 observations and use BASTE vocabulary to support their ideas.

Exit Ticket

After Space Mapping, give students 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.

Extensions & Scaffolding

• Challenge: Ask students to create a 30-second solo using only two BASTE elements, then perform it for peers to guess which elements they used.
• Scaffolding: Provide sentence stems like, 'I changed the ______ by ______.' to support students in articulating their choices.
• Deeper exploration: Show a professional dance work and have students analyze it using the BASTE framework, focusing on how the choreographer uses contrast in Time and Energy.

Key Vocabulary

Body	Refers to the parts of the body used, the body's shape, and the relationship of body parts to each other.
Action	Describes what the body is doing, including locomotor movements (traveling) and non-locomotor movements (gestures, shapes).
Space	Encompasses where the body moves, the direction, pathways, levels, and personal space versus general space.
Time	Relates to the speed, rhythm, tempo, and duration of movements.
Energy	Describes the quality of movement, such as sharp, fluid, percussive, sustained, or vibratory.