The Arts · Grade 6

Active learning ideas

Choreographing Emotion and Abstract Concepts

Active learning works for this topic because abstract concepts become tangible when students physically embody them. Moving with intention helps students internalize how energy, space, and relationships shape meaning, making the invisible visible.

• Ontario Curriculum Expectations
• DA:Cr2.1.6a
• DA:Pr5.1.6a

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Pairs

Pairs Improv: Gesture Abstraction

Partners select a literal gesture for an emotion, like wiping tears for sadness. One transforms it into an abstract 8-count phrase using varied energy; the other mirrors and suggests refinements. Switch roles twice, then share one sequence with the class.

Explain how a literal gesture can be transformed into an abstract dance movement.

Facilitation Tip

During Pairs Improv: Gesture Abstraction, remind students to start with a literal gesture before abstracting it, ensuring their movements remain rooted in clear intent.

What to look for

Present students with short video clips of dancers performing abstract movements. Ask them to write down one abstract concept or emotion they believe the movement conveys and one specific quality (e.g., sharp energy, sustained flow) that led them to that conclusion.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 35 min · Small Groups

Small Groups: Relationship Choreo

Groups of three to four choose a relationship, such as conflict or unity. Assign movers and observers; create a 20-second sequence showing dynamics through levels, pathways, and timing. Rehearse twice, perform, and note peer feedback on clarity.

Differentiate what choices in energy and flow communicate sadness versus joy.

Facilitation Tip

In Small Groups: Relationship Choreo, ask students to identify one spatial or timing cue that defines their relationship before they begin crafting movement.

What to look for

In small groups, have students present a 30-second movement phrase expressing an abstract concept. After each presentation, group members use a simple checklist: Did the movement clearly attempt to show an abstract idea? What was one specific quality that helped convey the idea? What was one quality that could be changed to make it clearer?

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Whole Class

Whole Class: Emotion Gallery Walk

Each student performs a 10-second solo for an assigned feeling. Class walks the space observing, then discusses in a circle how energy and flow conveyed the emotion. Vote on most effective examples and explain choices.

Design a short choreography that illustrates a specific relationship between two dancers.

Facilitation Tip

During the Emotion Gallery Walk, provide a simple rubric for students to use as they observe, focusing their attention on energy and flow rather than just the emotion itself.

What to look for

Students write a brief explanation of how they transformed a literal gesture (e.g., reaching for something) into an abstract movement quality (e.g., sustained reaching to show longing). They should name at least one change they made to energy or flow.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Concept Sketch

Students alone brainstorm movements for an abstract concept like 'change' on paper, noting body parts, qualities, and transitions. Perform privately for teacher feedback, then expand into a full phrase.

Explain how a literal gesture can be transformed into an abstract dance movement.

What to look for

Present students with short video clips of dancers performing abstract movements. Ask them to write down one abstract concept or emotion they believe the movement conveys and one specific quality (e.g., sharp energy, sustained flow) that led them to that conclusion.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach this topic by balancing experimentation with reflection. Start with guided improvisation to build comfort with abstraction, then use structured tasks to refine clarity. Research shows that students benefit from repeated cycles of movement, observation, and discussion, as this deepens their understanding of how small changes affect meaning. Avoid rushing to final products; prioritize the process of discovery.

Successful learning looks like students making deliberate choices in their movement to clearly communicate abstract ideas. They should articulate how specific qualities—like bound versus free flow—support their intended expression.

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Watch Out for These Misconceptions

• During Pairs Improv: Gesture Abstraction, watch for students who believe abstract movements are random. Redirect them by asking, 'What qualities in your movement are you intentionally changing from the original gesture?'

  During Pairs Improv: Gesture Abstraction, remind students that intentional choices in energy, space, and timing structure their abstractions. After their improvisation, ask peers to identify one quality that made the concept clear, reinforcing the idea that structure emerges from experimentation.

• During Small Groups: Relationship Choreo, watch for students who assume sadness requires only slow, low movements. Redirect them by asking, 'Can you layer sharp accents into a slow flow to show conflicted sadness?'

  During Small Groups: Relationship Choreo, have students trial combinations of flow and energy before settling on a final phrase. After their performance, ask the group to describe how contrast in qualities deepened the emotional expression.

• During the Emotion Gallery Walk, watch for students who equate relationships with identical mirroring. Redirect them by asking, 'How are the dancers interacting in space and time? Is one leading or following?'

  During the Emotion Gallery Walk, provide a focus question about spatial relationships, such as 'Where is the support or tension in the dancers' movements?' This helps students see relationships as dynamic interactions rather than static copies.

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Methods used in this brief

• Experiential Learning