Visual & Performing Arts · 7th Grade · Body Language: Dance and Movement · Weeks 10-18

Space: Pathways, Levels, and Directions

Students will explore how dancers utilize space through pathways, levels (high, medium, low), and directions to create visual interest.

• Common Core State Standards
• NCAS: Performing DA.Pr4.1.7

About This Topic

The Elements of Dance, Space, Time, Force, and Body, are the 'alphabet' of movement. In 7th grade, students learn to use these elements to analyze and create choreography. They explore how 'Space' involves levels and pathways, 'Time' involves tempo and rhythm, 'Force' involves the quality of energy (like sharp or fluid), and 'Body' involves the shapes and parts used. This aligns with National Core Arts Standards for performing and responding to dance.

By breaking dance down into these components, students move away from just 'copying steps' toward understanding the mechanics of expression. This topic comes alive when students can physically model the patterns of these elements, such as moving through a 'jagged' pathway versus a 'curved' one, and discussing how each choice changes the audience's perception.

Key Questions

1. Analyze how varying levels in a dance sequence can convey different emotional states.
2. Construct a short movement phrase that incorporates changes in pathways and directions.
3. Explain how the use of negative space around a dancer contributes to the overall aesthetic.

Learning Objectives

• Analyze how different levels (high, medium, low) in a dance phrase can communicate specific emotions or ideas.
• Compare and contrast the visual impact of dancers moving along curved versus straight pathways.
• Create a short dance sequence demonstrating intentional use of high, medium, and low levels.
• Explain how the use of negative space around a dancer influences the overall composition and audience perception.
• Design a movement phrase that incorporates changes in direction (forward, backward, sideways, diagonal).

Before You Start

Basic Body Awareness and Control

Why: Students need to have a foundational understanding of how to move different body parts and control their bodies in space before exploring complex spatial concepts.

Introduction to Movement Qualities

Why: Understanding basic movement qualities (e.g., smooth, sharp) helps students connect the energy of movement with its spatial execution.

Key Vocabulary

Pathways	The route a dancer takes through space, which can be direct (straight lines) or indirect (curved or zigzag lines).
Levels	The vertical distance of movement from the floor, categorized as high (e.g., jumps, leaps), medium (e.g., walking, stepping), or low (e.g., crawling, kneeling).
Directions	The orientation of movement in space, such as forward, backward, sideways, upward, downward, or diagonal.
Negative Space	The empty or unoccupied space around and between the dancer's body, which is as important to the composition as the dancer's form.

Watch Out for These Misconceptions

Common Misconception

Dance is only about being 'graceful.'

What to Teach Instead

Dance uses all types of energy, including 'heavy,' 'sharp,' or 'awkward' movements to tell a story. Using a 'Force' exploration where students practice 'ugly' or 'staccato' movements helps them see the full range of expressive possibilities.

Common Misconception

You need music to dance.

What to Teach Instead

Dance can be performed in silence, using the body's internal rhythm or breath as the 'Time' element. Having students choreograph a short piece in total silence helps them focus on the visual impact of their movements rather than just following a beat.

Active Learning Ideas

Stations Rotation: The Element Lab

Set up four stations: 'Space' (moving through high/low levels), 'Time' (moving in slow motion vs. double time), 'Force' (moving like 'melting ice' vs. 'popping corn'), and 'Body' (creating shapes with only elbows and knees). Students spend 8 minutes at each.

40 min·Individual

Inquiry Circle: The Movement Translator

In small groups, students are given a 'secret' word (e.g., 'Thunder' or 'Silk'). They must create a 15-second sequence that uses specific elements of Force and Time to represent that word, while the rest of the class tries to guess the word.

30 min·Small Groups

Think-Pair-Share: Negative Space

Students work in pairs to create a 'statue' where one person is the positive space and the other uses their body to frame the 'negative space' (the air around them). They discuss how changing the negative space changes the 'story' of the statue.

20 min·Pairs

Real-World Connections

• Choreographers for musical theater productions, like those on Broadway, use pathways, levels, and directions to create dynamic stage pictures and tell stories through movement.
• Animators creating characters for video games or films meticulously plan movement sequences, considering how characters navigate virtual space, change levels, and move in specific directions to convey personality and action.
• Athletes in sports like gymnastics or figure skating utilize variations in space, including high leaps, low tumbles, and precise directional changes, to score points and impress judges.

Assessment Ideas

Exit Ticket

Provide students with a scenario, e.g., 'A dancer is feeling joyful.' Ask them to write 2-3 sentences describing how they would use high, medium, or low levels and specific pathways to show this emotion. They should also identify one direction they would use.

Quick Check

Ask students to stand and demonstrate a movement phrase using only low levels. Then, ask them to repeat it using only high levels. Observe their ability to maintain different levels and note any students struggling to differentiate.

Discussion Prompt

Show a short video clip of a dance performance. Ask students: 'How did the dancers use different levels to create visual interest? What pathways did they take, and how did these pathways affect the energy of the piece? How did the use of space around the dancers contribute to the overall effect?'

Frequently Asked Questions

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

Active learning is essential for dance because these concepts are purely physical. By 'trying on' different levels of force or experimenting with spatial pathways, students gain muscle memory of the terms. Collaborative 'movement riddles' and peer observations allow them to see how the same element (like 'slow time') can look completely different on different bodies, deepening their understanding of artistic choice.

What are 'pathways' in dance?

Pathways are the patterns a dancer makes on the floor as they move through space. They can be straight, curved, zigzag, or even spiral. Different pathways create different moods; for example, a straight line feels direct and purposeful, while a zigzag might feel frantic.

What is the difference between 'sustained' and 'percussive' force?

Sustained force is a continuous, smooth flow of energy (like honey pouring). Percussive force is sharp, sudden, and has a clear beginning and end (like a drum hit). Mixing these two types of energy makes choreography much more interesting to watch.

How do 'levels' affect a dance?

Levels (high, medium, low) add visual variety. A dancer on the floor (low level) might look vulnerable or grounded, while a dancer jumping or reaching high might look powerful or hopeful. Using a mix of levels helps keep the audience's eyes moving.