Introduction to Choreography: Motif and DevelopmentActivities & Teaching Strategies
Students learn choreography best when they move immediately from concept to practice. Because motif and development require physical engagement, active labs and peer exchanges help teenagers grasp abstract ideas like continuity and transformation through their own bodies and observations.
Learning Objectives
- 1Identify the core components of a movement motif within a given choreographic study.
- 2Analyze how repetition, variation, and contrast are used to develop a movement motif.
- 3Create a short choreographic study that demonstrates intentional motif development.
- 4Compare and contrast two different choreographers' approaches to motif development in professional works.
- 5Explain the relationship between a movement motif and the overall theme of a dance.
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Workshop Lab: Motif Transformation Stations
Students create a four-count movement motif, then rotate through four stations where they must transform it using retrograde, inversion, fragmentation, and change of level. A partner at each station records observations on what changes and what stays recognizable as the original idea.
Prepare & details
How does a choreographer use a movement motif to create thematic unity in a dance?
Facilitation Tip: During Motif Transformation Stations, rotate among groups every four minutes so students experience all four techniques before settling on a favorite for deeper work.
Setup: Flexible workspace with access to materials and technology
Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials
Think-Pair-Share: Spotting the Motif
Show a two-minute clip from a professional dance work (e.g., a Paul Taylor or Alvin Ailey piece). Students individually write down what they think the core motif is, then compare with a partner before the class discusses how the motif was developed across the piece.
Prepare & details
Analyze different methods of developing a movement phrase (e.g., retrograde, inversion, fragmentation).
Facilitation Tip: In Spotting the Motif, require each pair to write their motif in three words or fewer on a sticky note so they practice condensing complexity before sharing.
Setup: Standard classroom seating; students turn to a neighbor
Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs
Choreographic Study: Theme and Variation
Each student chooses a single everyday gesture as their motif seed (drinking coffee, opening a door, checking a phone). They develop it into a 30-second study using at least three development techniques, then perform it for a small group who must identify the original gesture and the transformations applied.
Prepare & details
Design a short choreographic study based on a chosen theme, demonstrating motif development.
Facilitation Tip: For the Choreographic Study, play the theme aloud only once so students must rely on movement rather than narrative to convey meaning.
Setup: Flexible workspace with access to materials and technology
Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials
Gallery Walk: Annotated Notation
Post printed Laban notation symbols or stick-figure phrase maps around the room showing the same motif in different developed forms. Students circulate with sticky notes, identifying which technique was used at each station and predicting what the original motif looked like.
Prepare & details
How does a choreographer use a movement motif to create thematic unity in a dance?
Facilitation Tip: During the Gallery Walk, provide colored pencils for students to underline where they see the motif’s DNA in each peer’s notation sheets.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Teaching This Topic
Teach this topic by moving from the visible to the invisible: start with clear physical examples before abstract concepts like theme and variation. Avoid overwhelming students with too many terminology terms at once; anchor each new technique to a short, repeatable phrase they already know. Research in embodied cognition shows that when students physically practice a motif and then manipulate it, their retention of development strategies improves significantly.
What to Expect
By the end of the sequence, students will identify a clear motif in a short phrase, apply at least three development techniques intentionally, and articulate why certain choices communicate the theme more effectively than others.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Motif Transformation Stations, watch for students creating long, intricate phrases right away.
What to Teach Instead
Remind them to choose one small movement—like a shoulder roll or a lunge—and repeat it until the group agrees it is the motif before attempting any transformations.
Common MisconceptionDuring Choreographic Study: Theme and Variation, watch for groups changing every element of the motif until it feels unrelated.
What to Teach Instead
Have them pause and circle the single element that remains consistent across variations, using a highlighter on their recorded phrases.
Common MisconceptionDuring Spotting the Motif, watch for students assuming a motif must involve multiple body parts or fast actions.
What to Teach Instead
Prompt them to test their motif by performing it in a mirror; if it disappears when slowed down, it may still be too complex and needs simplification.
Assessment Ideas
After Motif Transformation Stations, present a 30-second excerpt from a professional piece and ask students to write the motif in six words or fewer and list one development technique they observed.
During Choreographic Study: Theme and Variation, have peers watch each performance and fill out a feedback form identifying the main motif and two ways it was developed, then discuss findings with the creators after each round.
After Gallery Walk: Annotated Notation, facilitate a class discussion using the prompt, 'How does the choreographer’s choice to develop a motif through retrograde versus fragmentation change the audience’s perception of the movement idea?' Encourage students to reference specific examples from their own work or from the gallery.
Extensions & Scaffolding
- Challenge students who finish early to compose a 16-count phrase using only reverse development, then teach it to a partner who must perform it from memory.
- Scaffolding: Provide a bank of simple motifs written on cards for students who struggle; they select one and apply just two techniques (e.g., retrograde and accumulation) rather than all four.
- Deeper exploration: Invite students to interview a local dancer or watch a professional work, then identify the motif and trace its development across the piece using a provided template.
Key Vocabulary
| Motif | A short, recurring movement idea or gesture that serves as the basis for a choreographic work. It carries thematic significance. |
| Development | The process of expanding and transforming a motif through various choreographic tools. This builds complexity and meaning in a dance. |
| Repetition | Repeating a movement motif exactly as it was first presented. This reinforces the idea and makes it recognizable. |
| Variation | Altering a movement motif slightly while retaining its core identity. This can involve changes in dynamics, direction, or spatial pathways. |
| Contrast | Introducing a movement that is distinctly different from the motif. This highlights the motif's qualities through opposition. |
| Retrograde | Performing a movement sequence backward, from end to beginning. This is a method of developing a phrase by reversing its order. |
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