The Arts · Grade 3 · Stories in Motion: Dance and Movement · Term 2

Locomotor and Non-Locomotor Movements

Differentiating between movements that travel through space and those that stay in one place.

• Ontario Curriculum Expectations
• DA:Pr4.1.3a

About This Topic

Locomotor movements travel through space and change a dancer's location, such as walking, running, jumping, hopping, leaping, galloping, and skipping. Non-locomotor movements stay in place and involve body parts shifting position, like bending, twisting, pushing, pulling, stretching, swinging, and shaking. Grade 3 students differentiate these to construct short dance phrases that combine both, analyzing how they create energy and tell stories in motion.

This topic supports the Ontario Arts curriculum standard DA:Pr4.1.3a, which requires demonstrating locomotor and non-locomotor movements in response to music or narratives. It builds body awareness, spatial relationships, and sequencing skills that transfer to drama, physical education, and creative expression across the performing arts.

Active learning excels with this content because students experience movements kinesthetically. When they practice in pairs or create group phrases, they internalize distinctions through trial and error, boosting confidence and retention while fostering collaboration and immediate feedback on energy dynamics.

Key Questions

1. Differentiate between locomotor and non-locomotor movements with examples.
2. Construct a short dance phrase that combines both types of movements.
3. Analyze how different types of movements contribute to a dance's overall energy.

Learning Objectives

• Identify and demonstrate at least five distinct locomotor movements and five distinct non-locomotor movements.
• Construct a 4-8 count dance phrase that clearly incorporates both locomotor and non-locomotor movements.
• Analyze and explain how the combination of locomotor and non-locomotor movements in a short dance phrase creates a specific energy or mood.
• Compare and contrast the spatial pathways created by locomotor movements versus the body shapes created by non-locomotor movements.

Before You Start

Body Awareness and Basic Movements

Why: Students need foundational knowledge of how their bodies can move in general before differentiating between travel and stationary movements.

Spatial Awareness: Personal and General Space

Why: Understanding concepts of personal space and general space is essential for grasping how locomotor movements travel through space.

Key Vocabulary

Locomotor Movement	A movement that travels through space, changing the dancer's location. Examples include walking, running, and jumping.
Non-Locomotor Movement	A movement that stays in one place, using only parts of the body. Examples include bending, twisting, and reaching.
Pathway	The route or track created through space by a movement, often associated with locomotor actions.
Body Shape	The form or outline created by the body, often achieved through non-locomotor movements like bending or stretching.

Watch Out for These Misconceptions

Common Misconception

All jumping movements are locomotor.

What to Teach Instead

Jumps can be non-locomotor if the body returns to the same spot, like star jumps. Partner mirroring activities let students test and compare jumps, refining their definitions through physical trial.

Common Misconception

Non-locomotor movements lack energy or speed.

What to Teach Instead

Non-locomotor actions like fast shaking or swinging build high energy in place. Group station rotations expose students to varied speeds, helping them analyze contributions via peer observation and discussion.

Common Misconception

Locomotor movements never involve bending or twisting.

What to Teach Instead

Locomotor travels overall, but includes non-locomotor elements like twisting while leaping. Freeze dance games with instant identification encourage students to break down whole-body paths actively.

Active Learning Ideas

Partner Mirroring: Travel and Stay

Pairs face each other across a marked space. One partner performs a locomotor movement to cross the area, then a non-locomotor in place; the other mirrors exactly. Switch leaders after three turns, then discuss differences in body use. End with combined sequences.

20 min·Pairs

Small Group Stations: Movement Challenges

Set up three stations: locomotor paths (cones for pathways), non-locomotor shapes (mirrors for poses), and mixed phrases (music prompts). Groups rotate every 7 minutes, recording one example per type. Debrief as a class on energy contrasts.

30 min·Small Groups

Whole Class: Story Freeze Dance

Play music tied to a simple story. Students move with locomotor across the space or non-locomotor on the spot as called. Freeze on cue and identify movement types with partners. Repeat with student-led cues.

25 min·Whole Class

Individual: Personal Dance Journal

Students select five locomotor and five non-locomotor movements, perform them in sequence to music, and sketch or note the pathway in journals. Share one phrase with a neighbor for feedback on energy.

15 min·Individual

Real-World Connections

• Choreographers for musical theatre and film use locomotor and non-locomotor movements to tell stories and convey character emotions. For instance, a character expressing fear might use quick, small running steps (locomotor) combined with shaking and cowering (non-locomotor).
• Athletes in sports like gymnastics or figure skating demonstrate mastery of both movement types. Gymnasts perform leaps and tumbles across the floor (locomotor) and hold complex balances and twists (non-locomotor) to score points.
• Early childhood educators use these movement concepts to develop gross motor skills and spatial awareness in young children, often incorporating them into games and structured play activities.

Assessment Ideas

Quick Check

Ask students to stand and perform one locomotor movement, then one non-locomotor movement when you call out the category. Observe for accurate demonstrations and quick responses.

Exit Ticket

Provide students with a card asking them to draw one example of a locomotor movement and label it, and one example of a non-locomotor movement and label it. They should also write one sentence explaining the difference between the two.

Discussion Prompt

Show a short video clip of a dance or movement sequence. Ask students: 'What locomotor movements did you see? What non-locomotor movements were used? How did the combination of these movements make the dancer seem (e.g., happy, sad, energetic, tired)?'

Frequently Asked Questions

What are examples of locomotor and non-locomotor movements for grade 3 dance?

Locomotor examples include walk, run, jump, hop, leap, gallop, skip, which shift the whole body through space. Non-locomotor include bend, twist, push, pull, stretch, swing, shake, done in place. Use visual cues like taped floor lines to practice safe execution, ensuring students grasp distinctions before combining in phrases.

How does locomotor and non-locomotor fit Ontario grade 3 arts curriculum?

It directly addresses DA:Pr4.1.3a, demonstrating movements in response to stimuli like stories or music. Lessons build performing skills, body awareness, and analysis of dance energy, aligning with unit goals for Stories in Motion. Integrate with drama for cross-curricular links.

How can active learning help teach locomotor vs non-locomotor movements?

Active approaches like partner mirroring and station rotations provide kinesthetic feedback, making abstract differences concrete. Students self-correct through movement exploration, discuss observations in real time, and create phrases that reveal energy impacts. This boosts engagement, retention, and creativity over passive demos.

What activities combine locomotor and non-locomotor for dance phrases?

Try story freeze dance or small group challenges where students sequence travel moves with in-place actions to music. This mirrors curriculum expectations for constructing phrases, letting them analyze how combinations shift mood and pace. Provide props like scarves for safe spatial practice.