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.

• Grade 11
• The Arts
• 3 activities
• 20 min–50 min

Learning Objectives

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.
4. Identify and explain the five core elements of dance: body, action, space, time, and energy.
5. Evaluate the effectiveness of a dancer's use of space to convey abstract concepts.

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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

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

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.

Prepare & details

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.

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

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.

Prepare & details

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.

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 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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After The Human Kaleidoscope, show students a short video clip of a dance performance. Ask them to identify and list two examples of how the dancers used pathways or levels to create visual meaning, and one example of how stillness contributed to the overall impact.

Discussion Prompt

During Level and Mood, pose the question: 'How can changing only the tempo in a movement phrase alter its emotional impact?' Facilitate a brief discussion where students share observations, using specific examples from their station work.

Exit Ticket

After Negative Space Mapping, have students write down one challenge they faced while designing pathways or levels. They should suggest one specific adjustment to the energy of their phrase to make it more impactful, referencing their sketches.

Extensions & Scaffolding

• Challenge: Ask students to create a second version of their phrase from Level and Mood, changing only the energy to match a different emotion. Have them compare the two versions in a short reflection.
• Scaffolding: Provide pre-made pathway templates for students who struggle to visualize their own sequences, such as a grid or circular pattern.
• Deeper exploration: Have students research a specific choreographer known for their use of space (e.g., Pina Bausch, William Forsythe) and present how they employed levels and pathways in one of their works.

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.