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

The Elements of Dance: Body

Learning the core concepts of body, effort, shape, and space, focusing on the body as an instrument.

• Ontario Curriculum Expectations
• DA:Cr1.1.7a

About This Topic

The Elements of Dance introduces students to the core building blocks of movement: Body, Effort, Shape, and Space (often remembered by the acronym BESS). In the Ontario Grade 7 Dance curriculum, students are expected to use these elements to communicate abstract ideas and personal feelings. This topic helps students move beyond 'steps' to understand the quality and intention of movement.

Students explore how changing their 'level' (high, medium, low) or the 'pathway' (straight, curved, zigzag) through which they move can alter the energy of a dance. They also investigate 'effort', the weight and time behind a movement. This topic comes alive when students can physically model these concepts through collaborative choreography and movement explorations that prioritize expression over technical perfection.

Key Questions

1. How does moving through a low level versus a high level change the energy of a dance?
2. What is the relationship between a dancer's breath and the fluidity of their movement?
3. How can a group of dancers create a single cohesive shape?

Learning Objectives

• Identify how different body parts can initiate and complete movement.
• Demonstrate how variations in body tension (tight vs. loose) affect movement quality.
• Analyze how breath influences the initiation and flow of movement sequences.
• Compare the expressive qualities of movements performed at high, medium, and low levels.
• Create a short movement phrase using at least three distinct body shapes.

Before You Start

Introduction to Movement Exploration

Why: Students need prior experience with basic locomotor and non-locomotor movements to build upon when exploring the elements of body.

Basic Body Awareness

Why: A foundational understanding of common body parts and their ability to move is necessary before focusing on the nuances of tension and breath.

Key Vocabulary

Body	The physical instrument used for dance, including body parts, tension, and breath.
Body Parts	Specific parts of the body, such as the head, shoulders, torso, hips, knees, and feet, that can initiate or perform movement.
Tension	The degree of tightness or looseness in the muscles and body, affecting the quality and energy of movement.
Breath	The inhalation and exhalation of air, which can initiate, support, and shape movement, influencing its fluidity and energy.
Level	The vertical distance of movement from the floor, categorized as high (above standing), medium (at standing), or low (on or near the floor).

Watch Out for These Misconceptions

Common Misconception

Dance is just about following a set of memorized steps.

What to Teach Instead

Students often focus on 'getting it right' rather than the quality of movement. Use 'Effort' exercises (moving like honey vs. moving like popcorn) to show that how you move is just as important as what move you do.

Common Misconception

You need to be 'flexible' or 'athletic' to be a good dancer.

What to Teach Instead

Students may feel intimidated by technical dance. By focusing on the 'Elements of Dance,' you can show them that expressive movement is accessible to everyone, regardless of their physical training.

Active Learning Ideas

Stations Rotation: The Element Lab

Set up four stations, each focusing on one element (e.g., 'Space' station focuses on levels, 'Effort' station focuses on heavy vs. light movement). Students spend 8 minutes at each station creating a 4-count move based on that element.

45 min·Small Groups

Think-Pair-Share: Pathway Patterns

Students draw a complex 'pathway' on paper (e.g., a spiral that turns into a sharp zigzag). They trade papers with a partner and must 'dance' the pathway they were given, focusing on how the shape changes their speed.

20 min·Pairs

Inquiry Circle: The Human Sculpture Garden

In groups, students must create a 'group shape' that represents a specific concept (e.g., 'strength' or 'confusion'). They then have to transition into a new shape using only 'low-level' movements.

30 min·Small Groups

Real-World Connections

• Actors in theatre use body awareness and breath control to convey character emotions and intentions, whether performing a dramatic monologue or a physical comedy scene.
• Professional dancers with companies like the Royal Winnipeg Ballet train extensively to master the control of their bodies, using precise muscle tension and breath to execute complex choreography and express narratives.
• Physical therapists guide patients through rehabilitation exercises, focusing on specific body parts, controlled tension, and breath to restore movement and function after injury.

Assessment Ideas

Quick Check

Ask students to stand and demonstrate three different ways to move their shoulder. Then, ask them to show the difference between a 'tight' arm movement and a 'loose' arm movement. Observe for understanding of body part articulation and tension.

Exit Ticket

On a slip of paper, have students write one sentence explaining how breath can change a simple walk. Ask them to also list one body part they could use to initiate a movement sequence.

Discussion Prompt

Pose the question: 'How does dancing low to the ground feel different from dancing high in the air?' Facilitate a class discussion, encouraging students to use vocabulary like 'level,' 'tension,' and 'energy' to describe their experiences.

Frequently Asked Questions

What are 'levels' in dance and why do they matter?

Levels refer to the height of the movement (high, medium, low). Using different levels makes a dance more visually interesting and can communicate different meanings (e.g., low levels often feel grounded or heavy, while high levels feel light or reaching).

How does 'effort' change a dance?

Effort (or 'Force') describes the energy used. A movement can be sharp and sudden or smooth and sustained. Changing the effort can turn a happy dance into a tense or aggressive one without changing the actual steps.

How can active learning help students understand dance elements?

Active learning strategies like 'Movement Charades' or 'Choreographic Dice' (where dice decide the element to use) turn learning into a game. This reduces performance anxiety and encourages students to experiment with their bodies in ways they wouldn't in a traditional 'follow-the-leader' dance class.

What is a 'pathway' in dance?

A pathway is the invisible pattern a dancer makes on the floor as they move from point A to point B. Pathways can be floor-based (walking in a circle) or air-based (the curve of an arm move).