The Arts · Grade 7 · Movement and Meaning · Term 4

Body Actions and Dynamics

Exploring different ways the body can move (locomotor, non-locomotor) and the qualities of movement (dynamics).

• Ontario Curriculum Expectations
• DA:Cr1.1.7a

About This Topic

Body actions and dynamics form the foundation of expressive movement in dance. Locomotor actions move the body through space, such as walking, running, leaping, or sliding. Non-locomotor actions stay in place, including bending, twisting, stretching, or swinging. Dynamics add qualities to these actions: sharp for sudden bursts, sustained for smooth flows, heavy for grounded weight, or light for buoyant lifts. Grade 7 students explore these to create dance phrases that convey emotions, aligning with Ontario Arts curriculum expectations for choreographing short sequences.

This topic connects movement competence to creative expression and analysis. Students differentiate action types, then vary dynamics to shift mood, from tense and abrupt to calm and flowing. Such work builds kinesthetic awareness and interpretive skills, preparing for collaborative performances and reflections on personal and cultural movement vocabularies.

Active learning shines here through embodied practice. When students physically experiment with contrasts, like pairing sharp locomotor leaps with sustained non-locomotor balances, they feel the emotional shifts firsthand. Peer feedback during group creations reinforces analysis, making abstract concepts concrete and memorable.

Key Questions

1. Differentiate between locomotor and non-locomotor movements in a dance phrase.
2. Analyze how varying the dynamics of a movement changes its emotional impact.
3. Construct a short dance sequence that incorporates both sharp and sustained movements.

Learning Objectives

• Identify and differentiate between locomotor and non-locomotor movements within a given dance phrase.
• Analyze how changes in movement dynamics (e.g., sharp vs. sustained) affect the emotional interpretation of a dance sequence.
• Create a short dance sequence incorporating at least three distinct locomotor and three distinct non-locomotor movements.
• Demonstrate variations in movement dynamics, applying qualities such as sharp, sustained, heavy, and light to specific actions.
• Compare the expressive qualities of two contrasting movement phrases, one emphasizing sharp dynamics and the other sustained dynamics.

Before You Start

Basic Body Awareness and Control

Why: Students need foundational understanding of how their bodies can move in space and maintain balance before exploring specific types of actions and their qualities.

Introduction to Movement Exploration

Why: Prior experience with exploring different ways the body can move, even without specific terminology, prepares students for analyzing and categorizing movements.

Key Vocabulary

Locomotor Movement	A movement that travels through space, changing the body's location. Examples include walking, running, leaping, and skipping.
Non-locomotor Movement	A movement that is performed in place, without changing the body's location. Examples include bending, twisting, stretching, and balancing.
Dynamics	The qualities of movement that give it expression and character. This includes variations in speed, force, and flow, such as sharp, sustained, heavy, or light.
Sharp Movement	A dynamic quality characterized by suddenness, abruptness, and clear beginnings and endings. It often conveys energy, tension, or excitement.
Sustained Movement	A dynamic quality characterized by smoothness, flow, and continuity. It often conveys calmness, grace, or control.

Watch Out for These Misconceptions

Common Misconception

Locomotor movements are always faster than non-locomotor ones.

What to Teach Instead

Locomotor actions travel space but can be slow, like a sustained glide; non-locomotor can be quick, like a sharp twist. Pair mirroring activities let students test speeds kinesthetically, correcting through trial and peer observation.

Common Misconception

Dynamics only matter for advanced dancers, not basic actions.

What to Teach Instead

Every action gains expressiveness with dynamics; a simple walk feels angry heavy or joyful light. Group sequence building reveals this, as students experiment and receive immediate feedback on emotional clarity.

Common Misconception

Sharp and sustained dynamics cannot combine in one phrase.

What to Teach Instead

Phrases blend them for contrast and storytelling. Station rotations help students practice transitions physically, building confidence through guided repetition and class discussions.

Active Learning Ideas

Stations Rotation: Action Explorations

Prepare four stations: locomotor pathways (cones for weaving runs), non-locomotor shapes (mirrors for twisting poses), sharp dynamics (quick claps and stops), sustained dynamics (slow arm waves). Groups rotate every 7 minutes, practicing and noting how space and time change movement. End with a share-out.

45 min·Small Groups

Mirror Pairs: Dynamic Echoes

Partners face each other; one leads with a locomotor or non-locomotor action using varied dynamics, the other mirrors precisely. Switch roles after 2 minutes, then discuss emotional changes from sharp to sustained. Record phrases on video for self-review.

30 min·Pairs

Sequence Builder: Emotion Chains

In groups, students chain three actions: one locomotor sharp, one non-locomotor sustained, one mixed dynamic. Perform for class, who guess the emotion portrayed. Refine based on feedback and rehearse a full phrase.

50 min·Small Groups

Whole Class: Dynamic Freeze

Teacher calls actions and dynamics (e.g., 'leap heavy!'); students move then freeze. Analyze as a group: how does weight shift impact? Create class criteria for effective emotional expression.

20 min·Whole Class

Real-World Connections

• Choreographers for professional dance companies, such as the National Ballet of Canada, use specific locomotor and non-locomotor movements combined with dynamic variations to tell stories and evoke emotions in performances.
• Actors in film and theatre train in movement to convey character and emotion. A character's internal state might be shown through sharp, agitated movements or slow, sustained gestures.
• Athletes in sports like gymnastics or figure skating utilize precise body actions and dynamic control to execute complex routines, where the quality of movement is as important as the technical execution.

Assessment Ideas

Exit Ticket

Provide students with a short video clip of a dance. Ask them to list two locomotor and two non-locomotor movements they observe. Then, have them describe the dominant dynamic quality (e.g., sharp, sustained) of one of the observed movements and explain why they chose that descriptor.

Quick Check

Call out a series of movement prompts (e.g., 'Jump sharply,' 'Twist slowly,' 'Slide heavily'). Students perform the action. Observe for accuracy in identifying the movement type (locomotor/non-locomotor) and applying the specified dynamic quality.

Peer Assessment

In small groups, students create a 4-count movement phrase. One student performs the phrase. The other group members identify one locomotor and one non-locomotor movement, and describe the primary dynamic quality used, offering one suggestion for variation.

Frequently Asked Questions

How to differentiate locomotor and non-locomotor movements in grade 7 dance?

Use taped floor lines: cross for locomotor, stay behind for non-locomotor. Students practice actions on each side, then mix in phrases. Visual cues and partner checks ensure accuracy, while video playback reinforces spatial awareness over 4-5 lessons.

What activities teach dynamics' emotional impact?

Mirror exercises where partners vary one action's quality (sharp to sustained) work well. Students describe feelings evoked, then perform for peers to vote on emotions. This builds analytical language and connects body to expression in 30-minute sessions.

How can active learning help students with body actions and dynamics?

Active approaches like station rotations and pair mirroring engage kinesthetic learners directly. Students feel contrasts physically, receive instant peer feedback, and iterate phrases collaboratively. This embodiment clarifies abstract qualities faster than verbal explanation alone, boosting retention and creativity.

How to assess student-created dance sequences?

Use a rubric for action types, dynamic variety, and emotional intent. Peer critiques focus on one strength and suggestion, followed by revisions. Self-reflections via journals link personal choices to curriculum goals, providing evidence of growth.