The Arts · Grade 6

Active learning ideas

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.

• Ontario Curriculum Expectations
• DA:Cr1.1.6a
• DA:Re7.1.6a

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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).

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.

What to look for

Present students with short video clips of dance. Ask them to jot down one observation about the tempo used and one observation about the levels dancers employed in each clip.

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

Activity 02

• 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.

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.

What to look for

Provide students with a prompt: 'Imagine you are choreographing a dance about a race. Write two sentences explaining how you would use tempo and floor patterns to show the start of the race and then the finish.'

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

Activity 03

• 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.

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.

What to look for

In small groups, students perform a simple 8-count movement sequence. After each performance, group members provide feedback using sentence starters: 'I noticed the tempo was...' and 'The floor pattern looked like...'

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• 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.

  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.

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Methods used in this brief

• Inquiry Circle
• Stations Rotation
• Gallery Walk