Visual & Performing Arts · 3rd Grade · Movement and Cultural Dance · Weeks 28-36

Locomotor & Non-Locomotor Movement

Students will master basic locomotor (traveling) and non-locomotor (on-the-spot) movements, understanding their expressive potential.

• Common Core State Standards
• NCAS: Performing DA.Pr4.1.3
• NCAS: Performing DA.Pr5.1.3

About This Topic

Body awareness and locomotor movement are the foundations of dance. For third graders, this means understanding how their bodies move through space and the different 'levels' (high, medium, low) they can occupy. They explore locomotor movements, actions that travel from one place to another like leaping or sliding, and non-locomotor movements like stretching or twisting. This topic also introduces the concept of 'weight' and 'energy' in movement.

This topic aligns with NCAS Performing standards, focusing on physical control and spatial awareness. It also supports physical education goals and helps students develop a sense of self-regulation. This topic comes alive when students can physically model the patterns and use their bodies to create 'living sculptures' that mimic the world around them.

Key Questions

1. Differentiate between locomotor and non-locomotor movements in dance.
2. Design a short movement sequence that incorporates both traveling and stationary actions.
3. Analyze how changing the speed of a locomotor movement alters its emotional impact.

Learning Objectives

• Demonstrate locomotor movements including walking, running, leaping, hopping, skipping, and sliding.
• Demonstrate non-locomotor movements including bending, stretching, twisting, and turning in place.
• Design a short dance sequence incorporating at least three locomotor and three non-locomotor movements.
• Analyze how changing the tempo of a locomotor movement affects its expressive quality.
• Compare and contrast the use of space in locomotor versus non-locomotor movements.

Before You Start

Basic Body Awareness

Why: Students need to have a foundational understanding of how their body parts can move independently and together before exploring traveling and stationary movements.

Spatial Awareness Basics

Why: Understanding concepts like 'up', 'down', 'forward', and 'backward' is necessary for students to effectively use space during locomotor movements.

Key Vocabulary

Locomotor Movement	Movement that travels from one place to another, changing location in space. Examples include walking, running, and jumping.
Non-Locomotor Movement	Movement that is performed in one spot, without changing location. Examples include bending, twisting, and stretching.
Tempo	The speed at which a movement is performed. This can be fast, slow, or moderate.
Level	The vertical space occupied by a dancer, categorized as high (above the head), medium (at torso height), or low (near the floor).

Watch Out for These Misconceptions

Common Misconception

Dance is only about 'steps' you learn from a teacher.

What to Teach Instead

Explain that dance is any intentional movement. Creative movement exercises where students 'dance' like everyday objects help them see that they are already dancers.

Common Misconception

Moving 'low' just means sitting down.

What to Teach Instead

Show how moving low can be powerful, sneaky, or heavy while still being active. Using 'crawling' or 'lunging' prompts helps students explore the low level more dynamically.

Active Learning Ideas

Simulation Game: The Level Changer

Students move across the room as a specific animal or object (e.g., a snake, a bird, a toaster). They must change their 'level' (high, low, or medium) on the teacher's signal while maintaining the character's movement style.

20 min·Individual

Inquiry Circle: Shape Architecture

Small groups are asked to use their bodies to create a 'building' or 'bridge.' They must work together to ensure they are using different levels and that their 'structure' is stable and clear to the audience.

30 min·Small Groups

Think-Pair-Share: Heavy vs. Light

The teacher plays two different types of music. Students move to both and then discuss with a partner which movements felt 'heavy' and which felt 'light,' identifying which body parts they used most.

15 min·Pairs

Real-World Connections

• Choreographers for musical theater and film use locomotor and non-locomotor movements to tell stories and convey emotions. For example, a character running in fear uses locomotor movement, while a character expressing sadness through a drooping posture uses non-locomotor movement.
• Athletes in sports like gymnastics and figure skating utilize a wide range of locomotor and non-locomotor skills. A gymnast performing a floor routine will combine leaps and tumbles (locomotor) with spins and balances (non-locomotor) to create a dynamic performance.

Assessment Ideas

Quick Check

Ask students to stand and perform one locomotor movement when you call out a travel word (e.g., 'run', 'slide') and one non-locomotor movement when you call out a stationary word (e.g., 'bend', 'twist'). Observe for correct execution and understanding of the difference.

Exit Ticket

Provide students with a worksheet. Ask them to draw one example of a locomotor movement and label it, and one example of a non-locomotor movement and label it. Then, ask them to write one sentence describing how changing the speed of a jump might change how an audience feels.

Discussion Prompt

Lead a class discussion using the prompt: 'Imagine you are creating a dance about a happy day. What kinds of locomotor movements would you use to show you are moving around and having fun? What non-locomotor movements could show your feelings while you are in one spot?'

Frequently Asked Questions

How can active learning help students understand body awareness?

Body awareness is a kinesthetic skill that requires movement to master. Active learning strategies like 'Shape Architecture' or 'Level Changers' force students to think about where their limbs are in relation to others and the floor. By physically exploring concepts like weight and energy, students develop a 'muscle memory' for these terms that goes far beyond a verbal definition. This hands-on approach builds confidence and physical coordination.

What is a locomotor movement?

Locomotor movements are actions that move the body from one place to another, such as walking, running, hopping, jumping, leaping, galloping, and sliding.

How do I teach levels in dance?

Use the 'elevator' concept: High (reaching for the ceiling), Medium (standing or walking), and Low (close to the floor).

Why is spatial awareness important for 3rd graders?

It helps students move safely in a group, understand their personal space, and learn how to use the 'stage' effectively during a performance.