The Arts · Grade 3

Active learning ideas

Locomotor and Non-Locomotor Movements

Active learning works for this topic because movement is the language of dance. Grade 3 students remember distinctions between locomotor and non-locomotor movements when they experience the energy shifts through their own bodies, not just verbal explanations.

• Ontario Curriculum Expectations
• DA:Pr4.1.3a

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 20 min · Pairs

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.

Differentiate between locomotor and non-locomotor movements with examples.

Facilitation Tip

During Partner Mirroring, stand in the middle of the circle to rotate pairs every 30 seconds so all students experience both roles.

What to look for

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.

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

Activity 02

• Stations Rotation
• 30 min · Small Groups

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.

Construct a short dance phrase that combines both types of movements.

Facilitation Tip

At Small Group Stations, place a small picture card at each station showing the movement challenge to support readers and reduce verbal instructions.

What to look for

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.

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

Activity 03

• Stations Rotation
• 25 min · Whole Class

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.

Analyze how different types of movements contribute to a dance's overall energy.

Facilitation Tip

For Story Freeze Dance, pause the music at unexpected moments to keep students listening for cues to switch actions.

What to look for

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)?'

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

Activity 04

• Stations Rotation
• 15 min · Individual

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.

Differentiate between locomotor and non-locomotor movements with examples.

Facilitation Tip

In Personal Dance Journals, model how to sketch stick figures with arrows to show direction and energy lines.

What to look for

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.

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

A few notes on teaching this unit

Teach this topic by moving between whole-body exploration and focused analysis. Avoid long explanations about categories. Instead, let students discover differences through guided trials. Research shows that when children physically test movement definitions themselves, their understanding strengthens because they connect abstract labels to lived experience.

Successful learning looks like students confidently distinguishing locomotor from non-locomotor movements in real time. They will combine these movements into phrases that show clear energy choices and tell simple stories.

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Watch Out for These Misconceptions

• During Partner Mirroring, watch for students who assume all jumps are locomotor.

  Ask pairs to perform a star jump and return to the same spot. Have them discuss whether the jump changed location, then adjust their definitions based on this physical evidence.

• During Small Group Stations, watch for students who associate non-locomotor movements with low energy.

  Set a timer for 20 seconds at the shaking station and ask students to begin softly, then increase speed until they feel the energy rise in place. Discuss how energy changes without travel.

• During Story Freeze Dance, watch for students who think twisting cannot happen during leaping.

  Call out 'twist while leaping' during the game and have students demonstrate the combination. Use freeze frames to analyze how the whole body moves in space while parts twist in place.

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Methods used in this brief

• Stations Rotation