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

Space: Pathways and Levels

Understanding how dancers use personal and general space, and different levels (high, medium, low) to create visual interest.

• Ontario Curriculum Expectations
• DA:Cr1.1.7a

About This Topic

Space in dance includes personal space, the bubble around the dancer's body, and general space, the full stage or performance area. Pathways are the lines dancers create as they move, such as straight, curved, or zigzag routes. Levels divide vertical space into high (arms extended upward), medium (torso height), and low (floor level). Grade 7 students use these elements to build visual interest and express ideas in choreography.

This topic aligns with the Ontario Grade 7 Arts curriculum in the Dance strand, specifically creating and developing movement phrases (DA:Cr1.1.7a). Students answer key questions by explaining how pathways narrate stories, comparing emotional effects of high versus low levels, and designing phrases that incorporate all levels. These skills build spatial awareness essential for expressive performance.

Active learning suits this topic perfectly because students experience space kinesthetically through movement. When they physically trace pathways, shift levels, and collaborate on phrases, concepts become intuitive. Peer observation and feedback during performances reinforce understanding and spark creative refinements.

Key Questions

1. Explain how a dancer's pathway can tell a story on stage.
2. Compare the emotional impact of movements performed at a high level versus a low level.
3. Design a short dance phrase that effectively uses all three levels of space.

Learning Objectives

• Design a short dance phrase that utilizes high, medium, and low levels to convey a specific emotion.
• Analyze how different pathways (e.g., straight, curved, zigzag) can be used to tell a story or represent a character.
• Compare and contrast the emotional impact of movements performed at high versus low levels.
• Demonstrate the use of personal and general space to create visual interest in a choreographed sequence.
• Explain how the combination of pathways and levels contributes to the overall meaning of a dance.

Before You Start

Grade 6: Body Awareness and Movement Exploration

Why: Students need a foundational understanding of how their bodies can move in space before exploring specific spatial elements like pathways and levels.

Grade 6: Elements of Dance (Space, Time, Energy)

Why: Prior exposure to the broader elements of dance provides context for understanding the specific applications of space in this Grade 7 topic.

Key Vocabulary

Personal Space	The invisible bubble of space immediately surrounding a dancer's body, which they can move within.
General Space	The entire performance area or stage that dancers can move through and occupy.
Pathway	The path traced by a dancer's body or body part as they move through space, such as straight, curved, or zigzag.
Levels	The vertical dimension of space in dance, categorized as high (e.g., jumping, reaching up), medium (e.g., standing, walking), and low (e.g., floor work, crouching).

Watch Out for These Misconceptions

Common Misconception

Personal space never changes size or shape.

What to Teach Instead

Personal space expands or contracts with movement dynamics. Bubble exercises where students maintain distance while shifting levels help them feel this adaptability through guided partner interactions.

Common Misconception

High levels always convey happy emotions, low levels sad ones.

What to Teach Instead

Levels support varied emotions based on context and speed. Peer performances with discussion reveal how a slow high level might suggest longing, while active group feedback corrects oversimplifications.

Common Misconception

Pathways are only straight lines across the floor.

What to Teach Instead

Pathways include curves, spirals, and aerial paths. Designing and tracing varied routes in pairs builds recognition of their expressive range through trial and shared critique.

Active Learning Ideas

Mirror Pathways: Level Shifts

Partners face each other across general space. One leads by tracing a curved pathway at high level while the other mirrors exactly. Switch leaders and repeat at medium then low levels. Groups share one mirrored phrase with the class.

30 min·Pairs

Emotion Levels: Phrase Creation

In small groups, assign an emotion like joy or fear. Create a 16-count phrase using one level (high, medium, or low) to express it. Perform for peers who guess the emotion and suggest level changes for contrast.

45 min·Small Groups

Story Pathways: Group Choreography

Whole class brainstorms a simple story, like a journey. Divide into sections and assign pathways (straight for direct, zigzag for obstacles) across all levels. Rehearse and perform the full sequence.

50 min·Whole Class

Personal Space Mapping: Solo Exploration

Individually, mark personal space with hula hoops. Move within it using levels, then break out into general space with pathways. Record movements in a sketch and reflect on spatial changes.

25 min·Individual

Real-World Connections

• Choreographers for musical theatre productions use pathways and levels to guide the audience's eye across the stage and to emphasize character emotions or plot points. For example, a villain might use sharp, low pathways while a hero uses expansive, high movements.
• Figure skaters utilize the ice surface as their general space, employing intricate pathways and varying levels (from deep lunges to high jumps) to tell a story or evoke a mood during their routines.

Assessment Ideas

Quick Check

Ask students to stand and demonstrate one movement at a high level, one at a medium level, and one at a low level. Then, have them trace a zigzag pathway with their arm, followed by a curved pathway. Observe for understanding of the concepts.

Discussion Prompt

Pose the question: 'How might a dancer use different levels to show they are feeling scared versus feeling joyful?' Encourage students to share examples of movements and explain the connection between level and emotion.

Peer Assessment

In small groups, have students create a 4-count phrase using all three levels. After performing for each other, ask: 'Did the phrase clearly use high, medium, and low levels? What was one thing the group did well to show the levels?'

Frequently Asked Questions

How do dancers use pathways and levels to create visual interest?

Pathways draw the eye through dynamic lines like zigzags for tension or curves for flow, while levels add vertical variety that prevents flat staging. In Grade 7, students experiment by layering these in phrases, observing how high jumps contrast low crawls to engage audiences. This builds choreography skills aligned with curriculum expectations.

What are the three levels of space in dance?

High level involves extensions above the head, like reaches or leaps; medium centers on torso movements, such as arm circles; low uses floor work, like rolls or slides. Students practice transitions between levels to understand their role in dynamics and expression, fostering full-body awareness.

How does active learning help teach dance space concepts?

Active learning engages kinesthetic intelligence as students physically navigate personal and general space, trace pathways, and explore levels. Collaborative activities like mirroring or group phrases provide immediate peer feedback, making abstract ideas tangible. This approach boosts retention, creativity, and confidence in performing, directly supporting Ontario curriculum goals for movement creation.

What activities build understanding of dance pathways for Grade 7?

Mirror exercises in pairs develop pathway accuracy across levels, while group storytelling choreography links paths to narratives. Solo mapping transitions personal to general space. These 25-50 minute tasks use simple props like hoops, encourage reflection, and culminate in class shares to reinforce spatial storytelling.