The Arts · Grade 8 · Movement and Metaphor · Term 2

Choreographic Devices: Repetition and Contrast

Students will learn how choreographers use repetition, contrast, and variation to develop themes and create dynamic interest in a dance.

• Ontario Curriculum Expectations
• DA:Cr2.1.8a
• DA:Re7.1.8a

About This Topic

Choreographic devices of repetition and contrast help Grade 8 students build expressive dance works. Repetition repeats movement phrases to emphasize ideas, create rhythm, or heighten tension, much like a refrain in poetry. Contrast pairs opposing qualities, such as fast and slow tempos or sharp and smooth energies, to generate surprise, highlight themes, and sustain viewer interest. These tools directly support Ontario Arts curriculum expectations, including DA:Cr2.1.8a for choreographic intent and DA:Re7.1.8a for interpreting structure.

In the Movement and Metaphor unit, students connect these devices to personal and cultural narratives, comparing how repetition unifies a sequence while contrast propels emotional shifts. This develops skills in composition, analysis, and reflection, preparing students for more complex dance creation.

Active learning excels with these concepts through physical trial and immediate feedback. When students create and perform short studies in pairs or groups, they experience how repetition accumulates power and contrast sparks dynamics firsthand. Collaborative refinement and peer viewing make abstract principles concrete, deepening understanding and confidence.

Key Questions

1. Explain how repetition of a movement phrase can build emphasis or tension.
2. Compare the impact of contrasting movements (e.g., fast/slow, sharp/smooth) within a sequence.
3. Design a short choreographic study that effectively uses both repetition and contrast.

Learning Objectives

• Design a short choreographic study that uses repetition to build emphasis and contrast to create dynamic interest.
• Compare the impact of contrasting movement qualities, such as sharp versus smooth or fast versus slow, within a dance sequence.
• Explain how choreographers use repetition of movement phrases to create tension or unify a dance.
• Analyze how variation in repeated movement phrases can alter their meaning or impact.
• Critique a short choreographic study for its effective use of repetition and contrast.

Before You Start

Elements of Dance

Why: Students need a foundational understanding of space, time, and energy to effectively manipulate and discuss movement qualities used in repetition and contrast.

Basic Movement Vocabulary

Why: Students must be able to perform and recall fundamental movements to create and analyze phrases that can be repeated or contrasted.

Key Vocabulary

Repetition	The act of repeating a movement or sequence of movements multiple times within a dance. It can emphasize an idea, build rhythm, or create a sense of familiarity or tension.
Contrast	The juxtaposition of opposing movement qualities, dynamics, or shapes within a dance. This can create surprise, highlight thematic elements, or generate visual interest.
Variation	A modification or change made to a repeated movement or phrase. Variations can alter the tempo, quality, or intention of the original movement, adding complexity and nuance.
Movement Phrase	A short sequence of movements that forms a distinct unit, often with a clear beginning, middle, and end. Phrases can be repeated or varied by choreographers.

Watch Out for These Misconceptions

Common Misconception

Repetition makes dances boring or repetitive without purpose.

What to Teach Instead

Repetition intentionally builds tension or reinforces themes, like echoing a gesture to show persistence. Pair mirroring activities let students feel emotional buildup, while group shares reveal how it creates anticipation over boredom.

Common Misconception

Contrast is just random changes in movement.

What to Teach Instead

Contrast requires deliberate opposition to amplify dynamics and advance narrative. Whole-class chains help students experiment with purposeful shifts, and peer critiques distinguish effective contrasts from chaos through shared observation.

Common Misconception

These devices work the same in every dance style.

What to Teach Instead

Repetition and contrast adapt to genre, like subtle in contemporary versus bold in hip-hop. Small-group creations across styles show context matters, with performances clarifying stylistic fit via kinesthetic trial.

Active Learning Ideas

Pairs: Echo Repetition

Partners face each other. Leader performs a 4-count phrase; follower repeats it exactly three times, varying speed on the last. Switch roles, then discuss how repetition built emphasis. Record phrases in journals.

20 min·Pairs

Small Groups: Contrast Layers

Groups of four develop an 8-count phrase starting with smooth, slow movements, then layer sharp, fast contrasts. Perform for peers, noting impact on mood. Revise based on feedback.

35 min·Small Groups

Whole Class: Repetition Chain

Students stand in a circle. Teacher demonstrates a motif; each adds a repetition with slight variation. Class performs full chain, reflecting on unity and tension created.

25 min·Whole Class

Individual: Metaphor Study

Students design a 16-count solo using repetition for a core emotion and contrast for change. Perform selectively, explain choices linking to key questions.

30 min·Individual

Real-World Connections

• Professional choreographers, like those creating works for Cirque du Soleil, use repetition and contrast to develop compelling narratives and maintain audience engagement throughout a performance.
• Filmmakers employ editing techniques that mirror choreographic devices; repeated shots can build suspense, while sudden cuts to contrasting scenes can create emotional impact or shift the narrative focus.
• Music composers utilize repetition (like refrains or ostinatos) and contrast (changes in tempo, key, or instrumentation) to structure musical pieces and evoke specific feelings in listeners.

Assessment Ideas

Quick Check

Present students with a short video clip of a dance. Ask them to jot down specific examples of repetition and contrast they observe. Then, ask: 'How did the repetition affect your feeling about the movement?'

Exit Ticket

On an index card, have students write one sentence explaining how a choreographer might use contrast to show a character's changing emotions. Then, ask them to list one specific movement quality they could use for contrast (e.g., sharp vs. smooth).

Peer Assessment

After students perform their choreographic studies, have them complete a simple checklist for their partner: 'Did the study use repetition? Yes/No. Did the study use contrast? Yes/No. One thing that worked well: _____. One suggestion for improvement: _____.'

Frequently Asked Questions

How do you teach repetition and contrast in Grade 8 dance?

Start with simple phrases in pairs: repeat exactly, then contrast qualities like tempo or energy. Progress to group studies where students build 16-count sequences, perform, and reflect on impact. Link to metaphors by assigning emotions, ensuring alignment with DA:Cr2.1.8a through documented intent.

What are examples of contrast in choreography for students?

Pair sharp, angular arm gestures with flowing, curved torso waves, or quick footwork against sustained balances. In sequences, follow heavy, grounded steps with light, airborne leaps. Students test these in solos, viewing videos of professional works like those by Crystal Pite to see thematic power.

How can active learning help students understand choreographic devices?

Embodied activities like pair echoing and group layering let students physically manipulate repetition and contrast, feeling tension build or dynamics shift. Peer performances provide instant feedback, while reflective journals connect sensations to theory. This kinesthetic approach boosts retention over passive watching, fostering ownership in line with Ontario expectations.

How to assess choreographic studies using repetition and contrast?

Use rubrics scoring device use (clear repetition for emphasis, purposeful contrast for variety), thematic connection, and reflection on key questions. Video self-assessments or peer feedback forms capture DA:Re7.1.8a. Observe execution during shares, noting revisions that show understanding of impact.