The Arts · Grade 11

Active learning ideas

Elements of Dance

Active learning works for the topic of the 'geometry of movement' because dance is a physical discipline. Students must embody the concepts of space, levels, and pathways to truly grasp how choreography communicates meaning. Through movement-based activities, they develop a kinesthetic understanding that static lessons cannot provide.

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

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

Activity 01

• Inquiry Circle
• 50 min · Small Groups

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.

Analyze how changes in tempo affect the emotional quality of a movement sequence.

Facilitation Tip

For The Human Kaleidoscope, ensure groups have a clear rotation so every student contributes to the kaleidoscope shape before moving to the next role.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Stations Rotation
• 40 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.

Design a short choreographic phrase that explores different levels and pathways.

Facilitation Tip

In Level and Mood, provide visual examples of each level (low, middle, high) posted at each station for quick reference.

What to look for

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.

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

Activity 03

• Think-Pair-Share
• 20 min · Pairs

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.

Compare the use of sustained versus percussive energy in dance.

Facilitation Tip

During Negative Space Mapping, encourage students to use contrasting colors to highlight 'empty' spaces in their sketches for clarity.

What to look for

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.

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

A few notes on teaching this unit

Teach this topic by modeling how to 'read' choreography like an architect reads blueprints. Demonstrate how to isolate one element at a time, such as pathways or levels, before combining them. Avoid overwhelming students with too many concepts at once. Research shows that guided practice with immediate feedback helps students internalize abstract concepts like negative space in choreography.

Successful learning looks like students consciously applying the elements of space and shape to their choreography. They should be able to articulate how pathways, levels, and stillness contribute to the emotional or narrative impact of a dance. Peer feedback should reflect an understanding of these concepts beyond surface-level observations.

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Watch Out for These Misconceptions

• During The Human Kaleidoscope, watch for students treating the activity as a game rather than a study of spatial relationships.

  Pause the activity after each rotation to ask groups to identify how the change in their position altered the overall shape of the kaleidoscope. Have them sketch the new configuration on a whiteboard before moving on.

• During the statue exercise in Level and Mood, watch for students rushing through the 'still' moments without considering their dramatic potential.

  Time the stillness to exactly 30 seconds and have students observe a partner’s shape. Ask them to describe the emotion or story the shape communicates without moving. Repeat with a focus on breath and tension in the body.

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Methods used in this brief

• Inquiry Circle
• Stations Rotation
• Think-Pair-Share