Visual & Performing Arts · 9th Grade · Movement and Meaning: Dance and Choreography · Weeks 10-18

Elements of Movement: Space, Time, Force

Breaking down dance into its fundamental elements: space (direction, level, pathway), time (tempo, rhythm), and force (energy, weight).

• Common Core State Standards
• NCAS: Performing DA.Pr4.1.HSProf
• NCAS: Creating DA.Cr1.1.HSProf

About This Topic

Dance is the study of the body in motion, and this topic breaks it down into its core elements: space, time, force, and body alignment. Ninth grade students learn to analyze how a dancer occupies a room, the rhythm of their movements, and the energy they expend. This aligns with NCAS standards for performing and creating dance, emphasizing the technical precision and expressive potential of the human form.

Students explore concepts like 'negative space', the air around the dancer, and how varying levels of energy can change a simple gesture from a caress to a strike. Understanding these elements allows students to move beyond 'steps' to true choreography. This topic comes alive when students can physically model the patterns, using their own bodies to experiment with how changing one element (like speed) transforms the meaning of a movement.

Key Questions

1. How does a dancer use negative space to create visual interest and dynamic tension?
2. What is the relationship between breath and movement quality in conveying emotion?
3. Analyze how varying levels of energy and force change the meaning of a gesture or phrase.

Learning Objectives

• Analyze how a dancer uses spatial pathways to create visual patterns and define performance space.
• Compare and contrast the impact of varying tempos and rhythms on the emotional quality of a dance phrase.
• Evaluate how changes in force and energy alter the perceived meaning of a specific gesture.
• Demonstrate the use of negative space to enhance choreographic composition and create dynamic tension.
• Synthesize the elements of space, time, and force to create a short choreographic study conveying a specific emotion.

Before You Start

Basic Body Awareness and Control

Why: Students need foundational control over their bodies to explore and manipulate movement elements like space, time, and force.

Introduction to Dance Elements

Why: Prior exposure to the fundamental concepts of dance, even if not explicitly named as space, time, and force, will provide a necessary context for this deeper analysis.

Key Vocabulary

Negative Space	The empty areas around and between the dancers' bodies or between parts of the dancer's body. It is as important as the space occupied by the dancer.
Pathway	The route a dancer takes through space. Pathways can be straight, curved, zigzag, or circular, and can be performed on the floor or in the air.
Tempo	The speed at which a movement is performed. A fast tempo can convey excitement or urgency, while a slow tempo might suggest sadness or control.
Force	The quality of movement related to energy, weight, and tension. It describes how the body moves, from sharp and percussive to smooth and sustained.
Level	The vertical distance from the floor that a dancer occupies. Levels include high (jumps, leaps), medium (standing, walking), and low (crawling, sitting).

Watch Out for These Misconceptions

Common Misconception

Dance is only about flexibility and 'tricks' like leaps or turns.

What to Teach Instead

Emphasize that dance is about intentional movement and expression. Using 'pedestrian movement' exercises (like walking or sitting) and applying dance elements to them helps students see that any movement can be dance if performed with awareness.

Common Misconception

The 'space' in dance only refers to the stage floor.

What to Teach Instead

Explain that space includes levels (high, medium, low) and the 3D volume the body occupies. Having students move through 'imaginary peanut butter' or 'clouds' helps them feel the space around and above them, not just the floor.

Active Learning Ideas

Inquiry Circle: The Energy Shift

In small groups, students are given a simple three-step sequence. They must perform it three times: once with 'light/airy' force, once with 'heavy/bound' force, and once with 'sharp/percussive' force, then discuss how the meaning changed.

30 min·Small Groups

Think-Pair-Share: Negative Space Mapping

Watch a short dance clip. Students individually sketch the 'shapes' made by the air between the dancers' limbs. They then pair up to discuss how those shapes created visual interest or tension in the performance.

20 min·Pairs

Stations Rotation: Elements of Dance

Set up four stations: Space (using floor tape for pathways), Time (using metronomes), Force (using resistance bands), and Body (using mirrors for alignment). Students rotate to complete a specific movement challenge at each station.

45 min·Small Groups

Real-World Connections

• Choreographers for professional dance companies like Alvin Ailey American Dance Theater meticulously design the use of stage space, lighting, and timing to evoke specific moods and narratives for audiences.
• Animation studios, such as Pixar, use principles of space, time, and force to create believable and expressive character movements in films like 'Inside Out', where emotions are physically embodied.
• Physical therapists analyze movement patterns, including force and spatial awareness, to help patients recover from injuries and improve coordination and balance.

Assessment Ideas

Quick Check

Ask students to stand and perform a simple gesture, like reaching for an object. Then, prompt them to repeat the gesture with: 1. A fast tempo and sharp force. 2. A slow tempo and sustained force. Ask: 'How did changing the time and force change the meaning of the gesture?'

Discussion Prompt

Present a short video clip of a dance performance. Ask students: 'Where does the dancer use negative space effectively? How does the choreographer use different levels to create visual interest? What does the variation in tempo and force tell you about the dancer's emotional state?'

Peer Assessment

Students work in pairs to create a 4-count phrase using only two distinct levels and one clear pathway. They then present their phrase to another pair. The observing pair identifies the level and pathway used and offers one suggestion for how to add more dynamic force to the phrase.

Frequently Asked Questions

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

Dance is inherently active, but 'active learning' in this context means moving with a specific analytical goal. Instead of just following a teacher's lead, students use strategies like collaborative investigation to 'test' how changing the speed or force of a movement alters its impact. This hands-on experimentation turns a physical exercise into a cognitive one, helping them internalize the vocabulary of dance through direct experience.

What is the relationship between breath and movement?

Breath is the fuel for movement. It helps with timing, provides the necessary force for powerful jumps, and adds a quality of 'life' to gestures. Teaching students to coordinate their breathing with their movements improves both their stamina and their expressiveness.

Why is 'body alignment' important for beginners?

Proper alignment is essential for safety and efficiency. It prevents injury by ensuring weight is distributed correctly across joints. It also allows for a greater range of motion and more graceful transitions between movements.

How do levels (high/low) affect the 'story' of a dance?

Levels communicate status and emotion. High levels often feel light, hopeful, or powerful. Low levels, near the floor, can feel grounded, heavy, or defeated. Mixing levels creates visual variety and keeps the audience engaged.