The Arts · Grade 7

Active learning ideas

Choreographic Structures: Repetition and Contrast

Active learning helps students internalize choreographic structures by engaging their bodies and minds simultaneously. When students physically experience repetition and contrast, they develop an intuitive sense of how these elements shape meaning, which is difficult to grasp through discussion alone.

• Ontario Curriculum Expectations
• DA:Cr2.1.7a

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 20 min · Pairs

Pairs: Repetition Mirror Game

Partners face each other; one leads by repeating a gesture three times with variations in level or direction, the other mirrors exactly. Switch roles after one minute, then discuss how repetition built emphasis. Combine into a paired sequence.

How does repeating a specific gesture clarify its meaning for the audience?

Facilitation Tip

During the Repetition Mirror Game, remind pairs to vary the size, speed, or level of their repeated movements to avoid monotony and deepen audience connection.

What to look for

Ask students to create a 4-count phrase using a specific gesture. Then, instruct them to repeat it once, followed by a contrasting movement for 4 counts. Observe if students can accurately apply both repetition and contrast.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Collaborative Problem-Solving
• 30 min · Small Groups

Small Groups: Contrast Phrase Builder

In groups of four, brainstorm two contrasting motifs, such as sharp versus fluid. Create a four-part phrase alternating them with transitions. Perform for the group, noting audience reactions, then revise based on feedback.

What makes a transition between two movements feel seamless?

Facilitation Tip

In the Contrast Phrase Builder, encourage groups to test at least two contrasting pairs before selecting the most effective one to avoid randomness.

What to look for

In small groups, have students perform a short sequence incorporating repetition and contrast. Provide a checklist for observers: 'Did you see clear repetition? Was the contrast evident? Was the transition between them clear?' Students provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 25 min · Whole Class

Whole Class: Symmetry Circle

Form a circle; teacher models a symmetrical gesture repeated on both sides of the body. Students replicate, then add contrast by breaking symmetry. Perform as a group wave around the circle, observing order created.

How can a choreographer use symmetry to project a sense of order?

Facilitation Tip

For the Symmetry Circle, model how to use transitions to connect movements smoothly or abruptly, depending on the desired effect.

What to look for

Students write down one movement they performed today that used repetition and explain why it was repeated. Then, they describe a contrasting movement they could add and how it would change the phrase's feeling.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Collaborative Problem-Solving
• 15 min · Individual

Individual: Transition Improv

Students solo improvise a sequence starting with repetition, inserting contrast, and experimenting with two transition types: blend or cut. Record on phone, self-assess seamlessness against a checklist.

How does repeating a specific gesture clarify its meaning for the audience?

Facilitation Tip

During Transition Improv, ask students to focus on one transition type per trial to isolate its impact on flow.

What to look for

Ask students to create a 4-count phrase using a specific gesture. Then, instruct them to repeat it once, followed by a contrasting movement for 4 counts. Observe if students can accurately apply both repetition and contrast.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach choreographic structures by modeling first, then scaffolding student practice. Start with simple, clear examples of repetition and contrast, then gradually increase complexity as students demonstrate understanding. Avoid overloading students with too many concepts at once; focus on one structure at a time before combining them. Research suggests that students learn best when they see immediate connections between their movement choices and the audience’s response.

Students will demonstrate the ability to use repetition to emphasize a movement’s significance and contrast to create dynamic interest. Successful learning is evident when sequences are intentional, cohesive, and communicate a clear idea to an audience.

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Watch Out for These Misconceptions

• During the Repetition Mirror Game, watch for students who repeat movements without variation, leading to dull performances.

  After the activity, prompt students to reflect: 'How did changing the speed or size of your repetition affect the audience’s reaction?' Use their observations to guide them toward intentional variation.

• During the Contrast Phrase Builder, watch for students who pair movements randomly rather than intentionally.

  During the activity, ask each group to explain why they chose their contrasting pair. If they struggle, provide sentence starters: 'We chose this contrast because...' to guide their reasoning.

• During the Symmetry Circle, watch for students who assume transitions must always be smooth.

  After the activity, show two short video clips of transitions—one smooth and one abrupt—and ask students to vote on which they think is more effective. Discuss how each type serves a different purpose in dance.

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Methods used in this brief

• Collaborative Problem-Solving