The Arts · Grade 7

Active learning ideas

Introduction to Choreography

Active learning helps students grasp choreography because movement is the language of dance. By physically exploring elements and principles, they connect abstract ideas to concrete examples, building confidence and creativity. The activities scaffold from quick idea generation to deliberate crafting, mirroring how professional choreographers work.

• Ontario Curriculum Expectations
• DA:Cr2.1.7a

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 25 min · Pairs

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.

Explain the process of developing a dance from an initial idea to a finished phrase.

Facilitation Tip

During Theme Brainstorm Walk, circulate with a clipboard and jot down pairs’ emerging ideas to reference later during Element Stations.

What to look for

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.

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

Activity 02

• Project-Based Learning
• 40 min · Small Groups

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.

Critique a peer's choreographic choices based on clarity of intent and execution.

Facilitation Tip

At Element Stations, demonstrate each station for 30 seconds first, then let students rotate every 4 minutes to maintain focus.

What to look for

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?

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

Activity 03

• Project-Based Learning
• 30 min · Whole Class

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.

Construct a short dance that expresses a specific theme or emotion.

Facilitation Tip

For the Feedback Carousel, assign each performer a specific role (e.g., observer, timekeeper, encourager) to structure peer feedback.

What to look for

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.'

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

Activity 04

• Project-Based Learning
• 20 min · Individual

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.

Explain the process of developing a dance from an initial idea to a finished phrase.

Facilitation Tip

During Phrase Polish, encourage students to move slowly and count aloud to refine timing and energy before performing.

What to look for

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.

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

A few notes on teaching this unit

Start with improvisation to build comfort, then introduce structure through guided prompts. Avoid overwhelming students with too many elements at once. Research shows that breaking choreography into small, manageable tasks (like isolating one element at a time) improves both the quality of work and student confidence. Model your own thinking process when you demonstrate or give feedback.

Students will leave with a clear sense of how to turn an idea into a short, intentional dance phrase. They will use dance elements and principles intentionally, explain their choices, and give feedback that helps peers improve. Success looks like clear intent, deliberate use of elements, and thoughtful revisions.

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Watch Out for These Misconceptions

• During Theme Brainstorm Walk, students may assume choreography must be serious or complex right away.

  Use your role as facilitator to prompt with questions like 'What is one small gesture or shape that represents your theme?' This helps students see that even simple ideas can grow into structured phrases.

• During Element Stations, students may rush through movements or mimic without intention.

  At each station, ask students to pause after each repetition and ask themselves, 'What am I trying to express with this movement?' Write this question on a station card to keep them grounded in intent.

• During Feedback Carousel, students may focus only on what they liked or disliked, ignoring structure.

  Provide a simple feedback framework (e.g., 'What worked? What could make the intent clearer? What element stood out?') and model using it before the carousel begins.

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Methods used in this brief

• Project-Based Learning