Visual & Performing Arts · 3rd Grade

Active learning ideas

Locomotor & Non-Locomotor Movement

Body awareness and movement fundamentals stick best when students feel the difference in their muscles. Third graders learn by doing, so active tasks like traveling through space or holding shapes make abstract concepts like 'levels' and 'energy' concrete and memorable.

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

• 15–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 20 min · Individual

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.

Differentiate between locomotor and non-locomotor movements in dance.

Facilitation Tip

During The Level Changer, position yourself at the edge of the space so you can see every level change clearly and give immediate feedback as students move between high, medium, and low.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 30 min · Small Groups

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.

Design a short movement sequence that incorporates both traveling and stationary actions.

Facilitation Tip

For Shape Architecture, limit time to 8 minutes per station so groups must focus on creating clear, intentional shapes rather than rushing through ideas.

What to look for

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.

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

Activity 03

• Think-Pair-Share
• 15 min · Pairs

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.

Analyze how changing the speed of a locomotor movement alters its emotional impact.

Facilitation Tip

In Heavy vs. Light, model the two qualities first with your own exaggerated movements so students have a vivid reference before they pair up.

What to look for

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?'

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

A few notes on teaching this unit

Start with locomotor movements so students experience traveling firsthand. Then contrast with non-locomotor movements held in place while you cue changes in speed and weight. Use simple language like “bend slowly” or “jump sharp” to build their movement vocabulary. Research shows that pairing movement with clear verbal cues strengthens memory and recall.

Students will confidently distinguish locomotor from non-locomotor movements and describe how weight and energy change the way a movement feels. They will use movement vocabulary to explain choices in their own dancing and others’.

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Watch Out for These Misconceptions

• During Simulation: The Level Changer, watch for students who only move between seated and standing positions when asked to change levels.

  Prompt them to explore levels dynamically by asking, 'How would a sneaky cat move low? How would a reaching giraffe move high?' and demonstrate those qualities with your body.

• During Collaborative Investigation: Shape Architecture, watch for students who create shapes only with their arms or legs and ignore the torso or whole body.

  Ask them to freeze in a shape and then slowly melt only one part of their body to show how the whole body participates in a non-locomotor shape.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share