The Arts · Grade 11 · Choreography and the Moving Body · Term 2

Elements of Dance

Introduction to the fundamental elements of dance: body, action, space, time, and energy.

• Ontario Curriculum Expectations
• DA:Cr1.1.HSII
• DA:Re7.1.HSII

About This Topic

The geometry of movement is the study of how dancers use space, levels, and pathways to create visual meaning. In Grade 11 Dance, students move beyond simple steps to explore the 'architecture' of choreography. This aligns with the Ontario curriculum's 'Creating, Presenting, and Performing' strand, where students use the elements of dance, specifically space and shape, to communicate abstract concepts.

Students will analyze how 'negative space' (the empty space around a dancer) can be just as powerful as the movement itself. They will also investigate how different 'levels' (low, medium, high) and 'pathways' (straight, curved, zigzag) evoke different emotional responses. In a Canadian context, this might involve looking at how contemporary choreographers use the geometry of the stage to reflect the vastness of the Canadian landscape or the density of urban life. This topic is best taught through 'living sculpture' exercises where students can physically model these geometric patterns.

Key Questions

1. Analyze how changes in tempo affect the emotional quality of a movement sequence.
2. Design a short choreographic phrase that explores different levels and pathways.
3. Compare the use of sustained versus percussive energy in dance.

Learning Objectives

• Analyze how changes in tempo affect the emotional quality of a movement sequence.
• Design a short choreographic phrase that explores different levels and pathways.
• Compare the use of sustained versus percussive energy in dance.
• Identify and explain the five core elements of dance: body, action, space, time, and energy.
• Evaluate the effectiveness of a dancer's use of space to convey abstract concepts.

Before You Start

Introduction to Movement Qualities

Why: Students need a foundational understanding of different movement qualities (e.g., smooth, sharp) to grasp the concept of 'energy' in dance.

Basic Spatial Awareness

Why: Familiarity with concepts like direction, pathways, and personal space is essential before exploring more complex spatial arrangements in choreography.

Key Vocabulary

Body	The physical instrument of the dancer, including body parts, body shapes, and body actions.
Action	What the body is doing, including locomotor movements (traveling) and non-locomotor movements (gestures, shapes).
Space	The area where the dance takes place, including levels, pathways, directions, and the use of personal and general space.
Time	The duration, tempo, rhythm, and timing of movements, influencing the pace and feel of the dance.
Energy	The force or quality of movement, described through dynamics such as sustained, percussive, vibratory, or swinging.

Watch Out for These Misconceptions

Common Misconception

Choreography is just a series of 'cool moves'.

What to Teach Instead

Choreography is the intentional use of space and time. By having students 'draw' their dance pathways on a piece of paper before performing them, they realize that the 'pattern' on the floor is just as important as the steps themselves.

Common Misconception

Dancers should always be moving to be interesting.

What to Teach Instead

Stillness is a powerful choreographic tool. Using a 'statue' exercise where students must hold a shape for 30 seconds helps them understand that a well-placed 'still' moment can be the most dramatic part of a dance.

Active Learning Ideas

Inquiry Circle: The Human Kaleidoscope

Small groups are given a geometric shape (e.g., a triangle or a spiral). They must create a 1-minute dance phrase that keeps this shape visible throughout, even as the dancers move across the stage.

50 min·Small Groups

Stations Rotation: Level and Mood

Students rotate through three stations: 'The Floor' (low level), 'The Core' (medium level), and 'The Air' (high level). At each station, they must create a gesture that represents 'power' and observe how the meaning changes based on the level.

40 min·Small Groups

Think-Pair-Share: Negative Space Mapping

One student creates a 'frozen' shape. Their partner must find the 'negative space' (the gaps) and fill it with their own body without touching the first student. They then discuss how the two shapes together create a new, complex image.

20 min·Pairs

Real-World Connections

• Stage choreographers for theatre productions, like those seen on Broadway or at the Stratford Festival, meticulously use the elements of dance to tell stories and evoke emotions through actors' movements.
• Animation artists in the film industry, creating characters for movies like those from Pixar or Nelvana, must understand the principles of body, action, space, time, and energy to make animated figures move realistically and expressively.
• Sports biomechanists analyze athlete movements in sports such as figure skating or gymnastics, breaking down complex actions into their spatial, temporal, and energetic components to improve performance and prevent injuries.

Assessment Ideas

Quick Check

Present students with a short video clip of a dance performance. Ask them to identify and list two examples of how the dancers used 'space' (e.g., pathways, levels) and one example of how 'energy' was used (e.g., sustained, percussive) to communicate a specific feeling or idea.

Discussion Prompt

Pose the question: 'How can changing only the 'time' element (tempo or rhythm) in a familiar movement phrase alter its emotional impact?' Facilitate a brief class discussion where students share their observations and provide specific examples.

Exit Ticket

Students write down one choreographic challenge they faced while designing a phrase exploring different levels and pathways. They should also suggest one specific way they could adjust the 'energy' of their phrase to make it more impactful.

Frequently Asked Questions

What are 'pathways' in dance?

Pathways are the 'tracks' that a dancer leaves on the floor as they move from one point to another. They can be direct (straight lines), indirect (curves and loops), or angular (zigzags). Each type of pathway creates a different 'energy' in the performance.

How does geometry in dance relate to math?

Dance is full of math! Choreographers use symmetry, angles, and patterns to create visual balance. Many traditional dances, like square dancing or Indigenous circle dances, are based on complex geometric structures that reflect community and cosmic order.

What is 'negative space' in choreography?

Negative space is the 'empty' space between dancers or between a dancer's limbs. A choreographer can use this space to draw the audience's eye to a specific area or to create a sense of tension or connection between two performers.

How can active learning help students understand the geometry of movement?

Active learning turns the stage into a 'laboratory.' When students use 'floor tape' to map out their pathways or use 'elastic bands' to connect themselves to other dancers, they can physically see and feel the geometric relationships they are creating. This hands-on approach makes the abstract concept of 'spatial awareness' concrete and actionable.