Visual & Performing Arts · 5th Grade · Movement and Choreography · Weeks 10-18

Elements of Dance: Space

Focusing on space (direction, level, size, pathway) as a building block of choreography.

• Common Core State Standards
• NCAS: Performing DA.Pr4.1.5
• NCAS: Responding DA.Re7.1.5

About This Topic

Elements of Dance introduces the 'B.A.S.T.E.' framework (Body, Action, Space, Time, Energy) as the fundamental building blocks of movement. Fifth graders explore how changing the 'force' of a move (sharp vs. fluid) or the 'level' (high vs. low) can completely change its meaning. This topic aligns with dance standards for performing and responding to choreography by analyzing how these elements are used to communicate ideas.

Understanding these elements is essential because it gives students a vocabulary to describe and create movement. It moves dance away from 'just following steps' and toward intentional artistic expression. It also builds physical coordination and spatial awareness. Students grasp this concept faster through structured movement experiments where they are challenged to perform the same 'move' while changing only one element at a time.

Key Questions

1. How does the use of negative space change the impact of a dance move?
2. Design a movement sequence that explores different levels and directions.
3. Analyze how a dancer's use of personal space communicates emotion.

Learning Objectives

• Design a short dance phrase that clearly demonstrates changes in direction (forward, backward, sideways) and level (high, medium, low).
• Analyze how a dancer's use of pathway (straight, curved, zigzag) affects the audience's perception of the movement's intent.
• Compare and contrast the visual impact of a dance sequence performed using large, expansive movements versus small, contained movements.
• Explain how the use of negative space around a dancer can alter the emotional quality of a specific gesture.

Before You Start

Introduction to Body Awareness

Why: Students need a foundational understanding of how their bodies can move before exploring how those movements occupy space.

Basic Movement Qualities

Why: Familiarity with general movement concepts like fast/slow or strong/light helps students differentiate spatial elements more easily.

Key Vocabulary

Direction	The path a dancer travels through space, such as forward, backward, sideways, up, or down.
Level	The vertical distance of a movement from the floor, categorized as high (e.g., jumping), medium (e.g., standing), or low (e.g., kneeling).
Pathway	The pattern traced by a dancer's movement through space, which can be straight, curved, zigzag, or circular.
Size	The spatial dimension of a movement, described as large and expansive or small and contained.
Negative Space	The empty space around and between the dancer's body, which can be shaped or manipulated by the dancer's movements.

Watch Out for These Misconceptions

Common Misconception

Dance is only about being 'graceful.'

What to Teach Instead

Dance can be heavy, sharp, ugly, or chaotic. Using 'Energy' as a focus helps students see that 'strong' or 'fragile' movements are just as valid as 'graceful' ones. Peer observation helps them appreciate a wide range of movement styles.

Common Misconception

You need music to dance.

What to Teach Instead

Dance can happen in silence, focusing entirely on the 'Time' and 'Energy' of the body. Hands-on 'silent dance' exercises help students focus on their internal rhythm and the sound of their own movement.

Active Learning Ideas

Simulation Game: The Element Dice

Students roll a 'dice' that has different dance elements (e.g., 'Slow Time,' 'Sharp Energy,' 'Low Level'). They must perform a simple move, like a jump or a turn, according to whatever they rolled. The class discusses how the 'feeling' of the move changed.

25 min·Whole Class

Inquiry Circle: Negative Space Sculptures

In pairs, one student creates a 'frozen' dance pose. The second student must find the 'negative space' (the empty areas around the body) and create a pose that fits into those gaps. They then swap and discuss how their bodies relate in space.

30 min·Pairs

Think-Pair-Share: Energy Swap

Students watch a short dance clip. They discuss with a partner what 'energy' the dancer used (e.g., heavy, light, shaky). They then brainstorm how the dance would change if the energy were the exact opposite.

15 min·Pairs

Real-World Connections

• Choreographers for musical theatre productions, like those on Broadway, use principles of space to create dynamic stage pictures and guide the audience's eye. They consider how dancers moving at different levels and directions can tell a story or build dramatic tension.
• Video game designers utilize concepts of space when animating characters. They program character movements that utilize specific pathways and sizes to convey actions like running, jumping, or sneaking, influencing the player's experience.

Assessment Ideas

Quick Check

Ask students to stand and demonstrate three different levels (high, medium, low) and three different directions (forward, backward, sideways) using their arms only. Observe for clear demonstration of each element.

Exit Ticket

Provide students with a simple drawing of a dancer. Ask them to draw a pathway (straight, curved, or zigzag) the dancer could take and label one change in level (high, medium, or low) they could incorporate. Collect and review for understanding of pathway and level.

Discussion Prompt

Show a short video clip of a professional dance performance. Ask students: 'How did the dancers use the space around them? Did they use large or small movements? How did the pathways they created affect the feeling of the dance?' Facilitate a brief class discussion.

Frequently Asked Questions

What does 'negative space' mean in dance?

Negative space is the 'empty' air around and between a dancer's body parts. For example, the 'hole' created when you put your hands on your hips is negative space. Choreographers use it to create interesting shapes and to show the relationship between different dancers on stage.

How do I teach dance to students who are 'too cool' for it?

Focus on the 'athleticism' and 'mechanics' of movement. Use terms like 'force,' 'levels,' and 'spatial awareness.' Drawing parallels to sports (like the footwork in soccer or the balance in gymnastics) can help students see dance as a physical challenge rather than just a performance.

How does dance connect to 5th grade science?

Dance is a physical exploration of forces and motion. Concepts like 'Energy' in dance relate directly to 'Force' in physics. Understanding how a dancer uses their 'center of gravity' to balance or how they use 'friction' to stop a turn are great ways to see science in action.

How can active learning help students understand dance elements?

Active learning strategies like 'The Element Dice' turn abstract concepts into a physical game. By having to instantly change their 'Energy' or 'Level,' students experience the elements in their own bodies. This 'kinesthetic' learning is much more powerful than just watching a video or reading a definition.