The Arts · Grade 9 · Movement and Choreography · Term 3

Elements of Dance: Space

Breaking down movement into space, time, force, and body to understand choreographic intent, focusing on space.

• Ontario Curriculum Expectations
• DA:Cr1.1.HSII
• DA:Pr5.1.HSII

About This Topic

The Elements of Dance, Body, Space, Time, Energy, and Relationship (BSTER), are the fundamental tools for both dancers and choreographers. In Grade 9, students learn to isolate and manipulate these elements to create intentional movement. The Ontario curriculum focuses on how a dancer uses their body to occupy space, the tempo and rhythm of their movements (time), and the quality of their movement (energy/force).

Understanding these elements allows students to move beyond 'learned steps' and begin to create their own choreographic language. It connects to the 'Creating, Presenting, and Performing' strand by giving students a framework for analysis and creation. This topic comes alive when students can physically explore 'extremes', such as moving as slowly as possible or taking up as much space as possible, and then reflect on the different 'feelings' those movements generate.

Key Questions

1. How does the use of negative space change the impact of a dance move?
2. Analyze how different levels (high, medium, low) convey meaning in a dance.
3. Design a short movement sequence that explores the use of personal and general space.

Learning Objectives

• Analyze how the use of personal and general space impacts the emotional resonance of a dance sequence.
• Compare the choreographic effects of utilizing high, medium, and low levels in movement.
• Design a short movement phrase demonstrating intentional manipulation of spatial pathways.
• Evaluate the effectiveness of different spatial formations in communicating a narrative or theme.
• Identify and classify various pathways (e.g., straight, curved, zigzag) used in dance.

Before You Start

Introduction to Movement Qualities

Why: Students need a foundational understanding of how movement feels and looks before exploring how space influences it.

Basic Body Awareness and Control

Why: Students must have a basic ability to control their body parts and understand spatial relationships to effectively manipulate space in dance.

Key Vocabulary

Personal Space	The immediate area surrounding a dancer's body, which they can reach without moving their feet.
General Space	The entire performance area, including all the space dancers can move through.
Levels	The vertical dimension of movement, categorized as high (e.g., jumps, leaps), medium (e.g., walking, stepping), and low (e.g., floor work, crouching).
Pathway	The route a dancer's body or body part takes through space, which can be direct, indirect, straight, curved, or zigzag.
Negative Space	The empty areas around and between the dancers or the shapes they create, which can also be manipulated choreographically.

Watch Out for These Misconceptions

Common Misconception

Dance is only about being 'graceful.'

What to Teach Instead

Students often think 'good' dance must look like ballet. Use 'energy' exercises to show that 'ugly,' heavy, or sharp movements are equally valid and often more effective for telling certain stories or expressing strong emotions.

Common Misconception

You need music to dance.

What to Teach Instead

Many beginners rely on the beat of a song. Have students choreograph a 'silent dance' first, focusing on their own internal rhythm and breath, to show that 'Time' is an element the dancer controls, not just the DJ.

Active Learning Ideas

Stations Rotation: The BSTER Lab

Set up stations for Space (levels/paths), Time (fast/slow), and Energy (sharp/fluid). Students spend 8 minutes at each station, creating a 4-count move that emphasizes that specific element, then combining them into a 'mini-phrase.'

45 min·Small Groups

Think-Pair-Share: Energy Translation

The teacher provides an 'energy word' (e.g., 'exploding' or 'melting'). Students individually create a move, show it to a partner, and then discuss how they used their muscles and breath to convey that specific force.

20 min·Pairs

Inquiry Circle: Negative Space Shapes

In pairs, one student creates a 'frozen' shape. The other student must create a shape that 'fits' into the negative space of the first. They then transition between these shapes, focusing on the 'relationship' element of dance.

25 min·Pairs

Real-World Connections

• Stage directors in theatre use spatial blocking to guide audience focus and convey character relationships, similar to how choreographers use general space to tell a story.
• Figure skaters meticulously plan their routines, utilizing the entire ice surface (general space) and varying their height and speed (levels and pathways) to create visually compelling performances judged on artistry and technical skill.
• Urban planners design public spaces like plazas and parks, considering how people will move through them (pathways) and interact with the environment (personal and general space) to create functional and engaging areas.

Assessment Ideas

Quick Check

Present students with short video clips of dance performances. Ask them to identify and write down one example of the use of high, medium, or low levels, and one example of a specific pathway used by a dancer.

Discussion Prompt

Pose the question: 'How does a dancer's choice to stay small within their personal space versus expanding into general space change the audience's perception of their emotion?' Facilitate a brief class discussion, encouraging students to use vocabulary like 'personal space', 'general space', and 'levels'.

Peer Assessment

Have students work in pairs to create a 4-count movement phrase focusing on pathways. One student performs, the other observes and provides feedback using a checklist: 'Did the dancer use a clear pathway? Was the pathway straight, curved, or zigzag? Did the dancer move through personal or general space?'

Frequently Asked Questions

How do I teach dance to students who 'can't dance'?

Focus on the 'Elements' rather than 'Steps.' If you ask a student to 'move with heavy energy,' they can do it without feeling the pressure of a specific technique. This 'element-based' approach builds confidence and shows that everyone has a body that can move expressively.

What is the difference between 'Force' and 'Energy'?

In the Ontario curriculum, they are often used interchangeably. It refers to the *quality* of the movement. Is it sustained or sudden? Is it light or heavy? It's not about how hard you hit a move, but the 'texture' of the effort you put into it.

How can active learning help students understand the elements of dance?

Dance is the ultimate active learning subject. By using 'movement exploration' and 'peer modeling,' students see how the same element (like 'low level') looks different on different bodies. This variety helps them understand that the elements are flexible tools, not rigid rules.

How do these elements appear in Indigenous dance?

Discuss the 'Energy' and 'Relationship' in a Round Dance or the 'Space' and 'Time' in a Hoop Dance. This helps students see that while the vocabulary (BSTER) might be Western, the concepts are universal and have been used by Indigenous peoples for millennia.