The Arts · Grade 7

Active learning ideas

The Elements of Dance: Body

Active learning works well for Body because movement is the medium of dance. When students physically explore how different body parts move, they build a kinesthetic understanding that written explanations alone cannot provide. Stations and collaborative tasks make abstract concepts like tension and initiation concrete through direct experience.

• Ontario Curriculum Expectations
• DA:Cr1.1.7a

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

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.

How does moving through a low level versus a high level change the energy of a dance?

Facilitation Tip

During The Element Lab, circulate and ask students to show you three different ways to move their spine before they label their findings.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Think-Pair-Share
• 20 min · Pairs

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.

What is the relationship between a dancer's breath and the fluidity of their movement?

Facilitation Tip

For Pathway Patterns, provide sentence stems like 'When I moved my hips in a circle, I felt...' to guide student thinking.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 30 min · Small Groups

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.

How can a group of dancers create a single cohesive shape?

Facilitation Tip

In The Human Sculpture Garden, give teams exactly 90 seconds to complete each sculpture so they focus on clear, deliberate choices rather than complexity.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by modeling movement yourself and narrating your choices aloud. Avoid demonstrating only 'correct' forms. Instead, show multiple options for a single movement and label your decisions. Research suggests that frequent, low-stakes improvisation builds confidence before students engage in structured tasks. Keep language simple and sensory-focused; students respond better to 'sharp' or 'smooth' than 'dynamic contrast.'

Successful learning looks like students using precise vocabulary to describe movement, experimenting with varied ways to move the same body part, and making intentional choices about initiation, articulation, and shape. They should demonstrate comfort with improvisation and collaboration in their responses.

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Watch Out for These Misconceptions

• During The Element Lab, watch for students labeling movements as 'right' or 'wrong' rather than describing their qualities.

  Redirect them to focus on adjectives like 'jerky,' 'smooth,' or 'bounded,' and ask them to compare their observations with a partner's.

• During The Human Sculpture Garden, watch for students defaulting to familiar shapes like a tree or star instead of exploring less typical forms.

  Prompt them with questions like 'Can your group create a sculpture where every body part feels heavy but the whole shape is light?' to guide them toward intentional choices.

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Methods used in this brief

• Stations Rotation
• Think-Pair-Share
• Inquiry Circle