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.

• Grade 3
• The Arts
• 4 activities
• 15 min–30 min

Learning Objectives

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

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.

Prepare & details

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.

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

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.

Prepare & details

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.

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

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.

Prepare & details

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.

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

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.

Prepare & details

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.

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After Partner Mirroring, 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

After Personal Dance Journal, 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

During Story Freeze Dance, 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)?'

Extensions & Scaffolding

• Challenge students to create a 16-count phrase that includes exactly four locomotor movements and four non-locomotor movements, then teach it to a partner.
• Scaffolding: Provide sentence starters on cards like 'I moved from _____ to _____ when I _____.'
• Deeper exploration: Have students film their personal dance journal phrases and write a reflection comparing their first and last attempts to notice growth in control and clarity.

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.