The Arts · Grade 6 · Movement and Choreography · Term 2

Body Awareness and Alignment

Students develop an understanding of proper body alignment and control, focusing on core strength, balance, and flexibility for safe and expressive movement.

• Ontario Curriculum Expectations
• DA:Cr1.1.6a
• DA:Pr5.1.6a

About This Topic

Choreographing Emotion is the process of turning abstract feelings into physical movement. In Grade 6, the Ontario curriculum asks students to use the elements of dance to express a variety of ideas and emotions. This moves beyond 'miming' (like rubbing your eyes to show sadness) toward 'abstracting' movement (using a slow, heavy, sinking motion to show sadness). Students learn that the quality of their movement, whether it is sharp, fluid, heavy, or light, communicates a specific 'vibe' to the audience.

This topic is a powerful tool for self-expression and emotional intelligence. It allows students to explore complex feelings in a safe, non-verbal way. By working in pairs or small groups, they also learn how to 'read' the emotions of others through their body language. This topic comes alive when students can experiment with 'movement metaphors' and receive peer feedback on how their choreography made the audience feel.

Key Questions

1. Explain how proper alignment contributes to both injury prevention and expressive movement.
2. Analyze how a dancer's center of gravity impacts their balance and stability.
3. Construct a series of movements that demonstrate improved body awareness and control.

Learning Objectives

• Demonstrate proper body alignment in a series of poses, focusing on spinal neutrality and core engagement.
• Analyze the impact of core strength on maintaining balance during dynamic movements.
• Explain how flexibility in key muscle groups contributes to safe and expansive movement range.
• Design a short movement sequence that showcases improved body awareness and control.

Before You Start

Basic Body Shapes and Levels

Why: Students need to understand how to create different shapes with their bodies and move at various levels before focusing on the precision of alignment and control.

Introduction to Movement Qualities

Why: Familiarity with movement qualities like sharp, fluid, or sustained helps students connect physical execution with expressive intent, which is enhanced by body awareness.

Key Vocabulary

Core Strength	The ability of the muscles in the abdomen, back, and pelvis to stabilize the body and support movement.
Body Alignment	The proper positioning of body parts in relation to each other, creating a stable and efficient structure.
Center of Gravity	The point where the mass of an object is concentrated, affecting its balance and stability.
Flexibility	The range of motion available at a joint, influenced by the length and elasticity of muscles and connective tissues.

Watch Out for These Misconceptions

Common Misconception

You have to be a 'good dancer' to choreograph emotion.

What to Teach Instead

Choreography is about communication, not technical perfection. Use a 'minimalist' challenge where students can only move one body part (like their hands) to show that powerful emotion can be conveyed through very simple, focused movement.

Common Misconception

The audience will always know exactly what you are feeling.

What to Teach Instead

Art is subjective. Use a peer-feedback session to show students that while they might intend 'anger,' an audience might see 'strength.' This helps them understand the importance of being intentional with their movement choices.

Active Learning Ideas

Think-Pair-Share: From Literal to Abstract

Pairs start with a literal gesture (like 'waving goodbye'). They must transform it into an abstract dance move by changing its size, speed, and level, while still keeping the 'feeling' of saying goodbye.

20 min·Pairs

Inquiry Circle: The Emotion Machine

In small groups, students are given a complex emotion like 'frustration' or 'anticipation.' They must create a 'machine' where each student is a moving part, using their energy and flow to express that specific feeling.

40 min·Small Groups

Gallery Walk: Movement Interpretation

Groups perform a 15-second 'emotion sequence' without telling the class the title. Peers write down the 'feeling' they perceived and one specific element (like 'sharp energy') that helped them identify it.

30 min·Whole Class

Real-World Connections

• Athletes in sports like gymnastics or figure skating rely heavily on precise body alignment and a strong core to execute complex routines safely and with maximum control.
• Physical therapists guide patients through exercises to improve body alignment and core strength, aiding in recovery from injuries and preventing future pain.
• Dancers, like those performing in the Canadian Ballet or the Royal Winnipeg Ballet, train extensively to achieve optimal alignment and flexibility, which are crucial for expressive and injury-free performance.

Assessment Ideas

Quick Check

Ask students to stand in a neutral standing position. Observe and note which students demonstrate awareness of their core engagement and spinal alignment. Ask: 'Where do you feel the engagement in your body?'

Discussion Prompt

Pose the question: 'How might poor body alignment affect your ability to balance during a simple task like walking or reaching for an object?' Facilitate a brief class discussion, encouraging students to share observations from their own experiences.

Peer Assessment

In pairs, have students demonstrate three basic yoga poses (e.g., mountain pose, warrior II, plank). Each student observes their partner, providing one specific piece of feedback on alignment and one on core engagement. Use a simple checklist for guidance.

Frequently Asked Questions

How do you 'show' an emotion in dance without acting?

Instead of using facial expressions, use the 'quality' of your movement. For example, to show 'excitement,' you might use high levels, fast tempo, and 'staccato' (sharp) movements. To show 'calm,' you might use low levels and fluid, 'legato' movements.

How can active learning help students choreograph emotion?

Active learning, particularly through collaborative 'movement labs,' allows students to test their ideas on a real audience (their peers). When students work together to solve a 'movement puzzle', like how to show 'loneliness' using three people, they engage in deep critical thinking about how bodies in space create meaning. This peer interaction helps them refine their 'visual vocabulary' much faster than working alone.

What is 'energy' in dance?

Energy is the 'how' of the movement. It can be sustained (smooth), percussive (sharp), swinging, or collapsing. The type of energy you use is the main way you communicate emotion to the audience.

Can I use music to help choreograph emotion?

Yes, music is a great starting point! However, try choreographing *without* music first to ensure your movements are doing the talking. Then, add music that either matches or 'contrasts' with your emotion for a different effect.