The Arts · Grade 9

Active learning ideas

Elements of Dance: Space

Active learning builds kinesthetic memory for spatial concepts that are hard to grasp through talk alone. When students move through space themselves, they internalize how levels, pathways, and zones shape meaning in dance. This hands-on work makes abstract vocabulary concrete and memorable.

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

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

Activity 01

• Stations Rotation
• 45 min · Small Groups

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.'

How does the use of negative space change the impact of a dance move?

Facilitation Tip

During Station Rotation, place a timer and task card at each station so students rotate efficiently and know exactly what to do.

What to look for

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.

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

Activity 02

• Think-Pair-Share
• 20 min · Pairs

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.

Analyze how different levels (high, medium, low) convey meaning in a dance.

Facilitation Tip

For Think-Pair-Share, give students silent think time before pairing to ensure everyone contributes, not just the first to speak.

What to look for

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'.

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

Activity 03

• Inquiry Circle
• 25 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.

Design a short movement sequence that explores the use of personal and general space.

Facilitation Tip

In Collaborative Investigation, remind students to document their negative space shapes with photos so they can analyze them later.

What to look for

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?'

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

A few notes on teaching this unit

Teachers approach Space by starting with the body’s relationship to its immediate surroundings before expanding to the room. Use guided questions like, 'Where does your body end and the floor begin?' to build clarity. Avoid rushing to abstract discussion—let movement lead the reflection. Research shows students grasp levels and pathways faster when they first experience them in stillness before adding motion.

Successful students will name and demonstrate at least two spatial elements in their own movement, explain how a choice of space affects mood or intention, and use dance vocabulary when giving or receiving feedback. They will move with awareness of personal and general space, pathways, and levels.

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Watch Out for These Misconceptions

• During Station Rotation, watch for students who default to ballet-like lines or soft gestures.

  During Station Rotation, ask students to try one sharp, heavy movement at the Energy station and explain how it changes the space around them compared to a light, sustained one.

• During Think-Pair-Share, watch for students who rely on music to guide their rhythm.

  During Think-Pair-Share, have students choreograph a 4-count silent phrase focusing on breath and internal rhythm before sharing, then discuss how Time is controlled by the dancer, not the music.

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Methods used in this brief

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