The Arts · Grade 7

Active learning ideas

Space: Pathways and Levels

Active learning helps students internalize abstract space concepts through kinesthetic experience. Moving while focusing on pathways and levels builds muscle memory that connects movement choices to visual impact more effectively than verbal explanation alone.

• Ontario Curriculum Expectations
• DA:Cr1.1.7a

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 30 min · Pairs

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.

Explain how a dancer's pathway can tell a story on stage.

Facilitation Tip

During Mirror Pathways: Level Shifts, have students mirror each other’s shapes before shifting levels to build trust and spatial awareness.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Gallery Walk
• 45 min · Small Groups

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.

Compare the emotional impact of movements performed at a high level versus a low level.

Facilitation Tip

In Emotion Levels: Phrase Creation, ask students to perform their phrase twice, once with emotion and once without, to highlight the impact of level choices.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Gallery Walk
• 50 min · Whole Class

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.

Design a short dance phrase that effectively uses all three levels of space.

Facilitation Tip

For Story Pathways: Group Choreography, assign each group a specific pathway shape to include in their piece, ensuring varied use of space.

What to look for

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?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Gallery Walk
• 25 min · Individual

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.

Explain how a dancer's pathway can tell a story on stage.

Facilitation Tip

During Personal Space Mapping: Solo Exploration, have students mark their personal space boundaries with tape on the floor to visualize expansion and contraction.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach space concepts through guided movement first, then connect to ideas. Avoid overloading with too many elements at once. Research shows that students grasp space better when they experience it physically before analyzing it verbally. Encourage students to observe peers’ choices to reinforce learning through shared examples.

Students will move with intentionality, using varied pathways and levels to create clear visual distinctions in space. They will articulate how their movement choices support an idea or emotion, showing understanding of both technical and expressive dimensions.

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Watch Out for These Misconceptions

• During Mirror Pathways: Level Shifts, watch for students who keep their personal space rigid.

  Have partners stand at a comfortable distance, then shift levels slowly while maintaining the same spacing. Ask: 'How did your bubble change when you lowered your center?'

• During Emotion Levels: Phrase Creation, watch for students who associate specific emotions with only one level.

  Ask performers to explain their level choices in front of the class. Prompt peers to suggest alternative levels that might work for the same emotion, fostering flexible thinking.

• During Story Pathways: Group Choreography, watch for groups that treat pathways as unimportant background movement.

  Have groups trace their pathways on paper first, then mark them on the floor with tape. Discuss how each pathway contributes to the story’s clarity.

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Methods used in this brief

• Gallery Walk