Elements of Dance: Space and Time

Active learning works well for Space and Time because these elements are felt and seen in the body, not just discussed. When students move through activities, they physically experience how tempo shifts energy or how levels change the mood of a phrase. This kinesthetic understanding builds lasting comprehension that paper diagrams cannot match.

• Grade 6
• The Arts
• 3 activities
• 20 min–45 min

Learning Objectives

1. Analyze how changes in tempo affect the emotional impact and energy of a dance phrase.
2. Compare the visual effects of dancers moving at high, medium, and low levels within a choreographed sequence.
3. Explain how different floor patterns, such as straight lines or circles, influence the perception of group cohesion.
4. Design a short dance phrase that clearly demonstrates the use of contrasting tempos and spatial directions.
5. Critique a recorded dance performance, identifying specific uses of space and time elements to convey meaning.

Inquiry Circle

⏱ 45 min·Small Groups

Inquiry Circle: The Human Maze

Groups are given a specific floor pattern (like a zig-zag or a spiral). They must create a 32-count movement sequence that follows this pattern while incorporating at least three different levels (high, medium, low).

Prepare & details

Explain how moving in a low level changes the perceived weight of a dancer.

Facilitation Tip: In 'The Human Maze,' assign each student a fixed position first to prevent collisions, then gradually allow movement as they master levels and directions.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Stations Rotation

⏱ 30 min·Small Groups

Stations Rotation: Tempo Transitions

Set up stations with different music tracks (very slow, medium, very fast). At each station, students must perform the same simple gesture (like reaching for a star) but adapt its 'energy' to match the tempo of the music.

Prepare & details

Analyze what happens to the energy of a piece when the tempo suddenly accelerates.

Facilitation Tip: For 'Tempo Transitions,' set a timer at each station so students experience the pressure of matching new speeds quickly.

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

Gallery Walk

⏱ 20 min·Whole Class

Gallery Walk: Shadow Shapes

One half of the class creates 'frozen' group shapes at different levels. The other half walks through the 'gallery,' identifying which shapes feel 'heavy' or 'light' based on the levels and space used.

Prepare & details

Differentiate how floor patterns influence the way an audience perceives a group's unity.

Facilitation Tip: During 'Shadow Shapes,' have students trace their own shadows first to reinforce the connection between body and floor pattern.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Teach Space and Time by starting with clear definitions and concrete examples, then layering complexity through guided practice. Use contrasting examples side by side, like a fast zigzag versus a slow spiral, to highlight differences. Avoid overwhelming students with too many elements at once; focus on one variable per activity. Research shows that when students analyze their own movement first, they retain concepts better than when they only observe others.

What to Expect

Successful learning looks like students describing tempo changes with precise terms like 'accelerando' or 'ritardando' and identifying how floor patterns create shapes in space. They should link these choices to the meaning or emotion of the movement, not just list them. Groups should collaborate smoothly, giving each dancer space to contribute.

Watch Out for These Misconceptions

Common Misconception

During the seated dance in 'The Human Maze,' watch for students who limit movement to arms only. Remind them to use their torso and head to explore high, medium, and low levels, even from a chair.

What to Teach Instead

During 'Tempo Transitions,' listen for students who say slow movement is 'boring.' Redirect them to notice how controlled slow motion demands more strength and focus, turning tempo choices into a tool for expression rather than just speed.

Assessment Ideas

Quick Check

After 'Shadow Shapes,' show students a 15-second video clip of a dance. Ask them to write one observation about the tempo and one about the levels used in the clip.

Exit Ticket

After 'Tempo Transitions,' provide a prompt: 'Choose one tempo you explored today and explain how you would use it to show frustration in a dance about waiting in line.' Students write two sentences using movement terms.

Peer Assessment

During 'The Human Maze,' after each group performs their 8-count sequence, peers use sentence starters to give feedback: 'I noticed the tempo was...' and 'The floor pattern looked like...' Encourage specific language about levels and directions.

Extensions & Scaffolding

• Challenge: Ask students to create a 16-count phrase using three different tempos and three distinct floor patterns, then perform it for peers to decode.
• Scaffolding: Provide a template with labeled tempo and level symbols for students to fill in during 'Tempo Transitions.'
• Deeper exploration: Have students research how professional choreographers like Pina Bausch or William Forsythe use space and time to convey themes, then present a short analysis.

Key Vocabulary

Tempo	The speed at which a dance movement is performed. It can be fast, slow, or moderate, affecting the energy and mood.
Levels	The vertical distance of movement from the floor. Dancers can move high (e.g., on pointe, jumps), medium (e.g., standing), or low (e.g., on the floor, crouching).
Direction	The path a dancer travels through space. This includes forward, backward, sideways, diagonal, and turning movements.
Floor Pattern	The shape or pathway a dancer or group of dancers creates on the stage or dance floor as they move.