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

Introduction to Choreography

Students create original short dance phrases, applying the elements and principles of dance.

• Ontario Curriculum Expectations
• DA:Cr2.1.7a

About This Topic

Introduction to Choreography guides Grade 7 students through creating original short dance phrases. They begin with an initial idea linked to a theme or emotion, then apply dance elements such as body, action, space, time, and energy, along with principles like unity, contrast, and repetition. This process matches Ontario's curriculum standard DA:Cr2.1.7a, where students construct dances that express specific intent and respond to key questions about development, critique, and execution.

Within the Movement and Meaning unit, this topic builds skills in artistic decision-making and peer feedback. Students explain their creative choices, evaluate classmates' work for clarity, and refine phrases to communicate meaning effectively. These activities strengthen collaboration and self-expression, core to dance education at this grade.

Active learning benefits this topic because students gain ownership through hands-on experimentation. When they improvise in pairs, share drafts for group input, or video-record revisions, they connect abstract principles to their bodies, making choreography tangible and iterative.

Key Questions

1. Explain the process of developing a dance from an initial idea to a finished phrase.
2. Critique a peer's choreographic choices based on clarity of intent and execution.
3. Construct a short dance that expresses a specific theme or emotion.

Learning Objectives

• Design a short dance phrase that clearly communicates a chosen theme or emotion.
• Analyze the use of space, time, and energy in a peer's dance phrase to identify strengths and areas for refinement.
• Explain the choreographic process, from initial concept to final phrase, using specific examples of movement choices.
• Critique choreographic decisions in a peer's work, referencing specific elements and principles of dance.
• Synthesize learned elements and principles of dance to create an original movement sequence.

Before You Start

Exploring Movement Qualities

Why: Students need experience with different ways of moving (e.g., sharp, smooth, sustained, percussive) to apply the concept of energy in choreography.

Using Body Parts and Actions

Why: Understanding how to isolate and articulate different body parts, and perform basic locomotor and non-locomotor actions, is foundational for creating movement sequences.

Basic Spatial Awareness

Why: Students should have a foundational understanding of personal space and general directions (e.g., forward, backward, sideways) before exploring more complex use of space in choreography.

Key Vocabulary

Choreography	The art of designing and arranging dance movements. It involves creating sequences of steps and gestures to convey meaning or tell a story.
Dance Elements	The fundamental components of dance: body (what it does), action (the movement itself), space (where it moves), time (when it moves), and energy (how it moves).
Principles of Dance	Guidelines for organizing movement, such as unity, contrast, repetition, rhythm, and balance, used to enhance the clarity and impact of a dance.
Phrase	A short sequence of dance movements that has a clear beginning, middle, and end. It is like a sentence in dance language.

Watch Out for These Misconceptions

Common Misconception

Choreography means random movements without structure.

What to Teach Instead

Many students start with this view, but structured prompts like theme cards guide them to plan intent first. Pair improvisation followed by group critique reveals how elements organize chaos into meaningful phrases, building planning skills.

Common Misconception

Good choreography must use complex, fast steps.

What to Teach Instead

This belief overlooks principles like contrast and energy variation. Station rotations let students explore simple, slow movements effectively, while peer feedback shifts focus to clarity of expression over speed.

Common Misconception

Dance phrases cannot repeat movements.

What to Teach Instead

Repetition is key to unity, yet students fear it looks boring. Whole-class demos and revision cycles show how motifs evolve, with active sharing helping them value principles in their work.

Active Learning Ideas

Pairs: Theme Brainstorm Walk

Pairs select a theme or emotion, then walk the space discussing and trying initial movements. Return to class to share one gesture per pair on the board. Combine gestures into a shared phrase, noting elements used.

25 min·Pairs

Small Groups: Element Stations

Set up stations for one dance element each: body at mirrors, space with hoops, time with metronomes, energy with scarves. Groups spend 5 minutes per station creating a 8-count phrase, then rotate and adapt previous work.

40 min·Small Groups

Whole Class: Feedback Carousel

Students perform 16-count phrases in a circle. Class provides structured feedback using sentence stems like 'I saw clear use of...'. Performers note one change and redo immediately.

30 min·Whole Class

Individual: Phrase Polish

Students refine their phrase alone, video-recording before and after changes. Use a checklist for elements and principles. Share final version with a partner for quick affirmation.

20 min·Individual

Real-World Connections

• Choreographers like Crystal Pite create complex dance works for companies such as Kidd Pivot, developing original movement vocabularies to explore themes like technology and human connection for international audiences.
• Movement directors in film and theatre, such as Andy Serkis, use principles of choreography to guide actors in creating believable and expressive physical performances for characters, from fantasy creatures to historical figures.
• Video game designers employ choreographers to develop realistic and engaging character animations, ensuring movements for characters in games like Assassin's Creed are fluid and convey specific actions and emotions.

Assessment Ideas

Peer Assessment

Students perform their short dance phrases for a small group. After each performance, group members use a simple checklist to assess: Did the phrase have a clear beginning and end? Was the intended emotion or theme evident? Was at least one element of space (e.g., level, pathway) clearly used? Students provide one specific verbal suggestion for improvement.

Quick Check

Provide students with a short video clip (15-30 seconds) of a dance phrase. Ask them to write down: One element of dance (body, action, space, time, or energy) they observed being used prominently. One principle of dance (e.g., repetition, contrast) they noticed. What do they think the dancer was trying to express?

Discussion Prompt

Facilitate a whole-class discussion using the prompt: 'Imagine you have a simple idea, like 'a seed growing.' What are three different ways you could use movement elements (body, action, space, time, energy) to show this process in a short dance phrase? Share one specific movement choice for each element.'

Frequently Asked Questions

How do you introduce choreography to Grade 7 dance students?

Start with a familiar theme like 'anticipation' and model a simple phrase using one element at a time. Have students mirror and adapt it in pairs, then expand independently. This scaffolds from imitation to creation, aligning with DA:Cr2.1.7a while building confidence through small successes and peer examples.

What are effective ways to critique student choreography?

Use rubrics focused on intent clarity, element use, and execution. Structure peer critiques with positive-first feedback and specific suggestions, like 'Add space variation here.' Video playback during sessions helps students self-assess objectively, fostering growth mindset and constructive dialogue.

How can active learning help students in choreography?

Active approaches like paired improv and station rotations make elements physical and immediate, helping students internalize principles through trial and error. Group feedback loops encourage iteration, turning vague ideas into polished phrases. This embodied practice boosts retention, confidence, and ability to articulate choices, key for Ontario's creative standards.

What themes work best for beginner choreography?

Choose relatable emotions like joy, frustration, or curiosity, or everyday scenarios such as waiting in line. These spark authentic movement without overwhelming novices. Link to unit themes in Movement and Meaning, and provide props like scarves to inspire elements, ensuring phrases stay short and focused for success.