Dance 2 to 3
Elements of Movement

It is expected that students will:

• move safely in both personal and general space
• move in a variety of levels, pathways, and directions, using a variety of body shapes
• move in time to a variety of rhythms, metres, and tempos
• demonstrate balance in movements

To view the prescribed learning outcomes for Elements of Movement in other grades click on an icon below.

• Review safety rules for dance classes (e.g., appropriate footwear, warmup and cooldown). In groups or as a class, have students create charts or posters, using pictures to represent each rule.
• As a class, brainstorm examples of playground equipment and the movements associated with each. Ask students to work in pairs to "make the shape" of the equipment and show the movements. Challenge them to consider changes in tempo (e.g., the merry-go-round getting faster), dynamics (e.g., the swinging getting stronger, then weaker), and direction (e.g., going up and down the slide). Then invite the pairs to join and form small groups. Ask each group to select one piece of equipment to simulate, exploring as many movements as possible. Encourage them to move their whole bodies as well as individual body parts. Groups can then perform their movements for the class, accompanied by percussion instruments.
• invite students to imagine they are marionettes with strings attached to their different body parts. Call out one body part at a time, asking students to imagine that the associated string is being pulled. Have students explore the range of movements for that body part, including balance and use of space.
• Establish a rhythm pattern using a percussion instrument and ask students to move around the room in time with the rhythm. Vary the speed as students continue their movement. Repeat the activity using music with different metres (e.g., ). Help students discover the differences in the feeling of each metre.
• Have students work in groups to create flash cards of words describing elements of movement (e.g., jump, zigzag, slow, light). Ask each group to share its cards with another group. The groups then select two movements from one another's lists to make a simple movement sequence.

Suggested Assessment Strategies

• Ask students to work in small groups to create sequences of locomotor and non-locomotor movements for a selection of folk music. Note the extent to which they:
  • explore various patterns
  • use rhythm and musical cues to move in time to the music
  • link movements smoothly
  • are able to recall and demonstrate sequences
  • show positive attitudes, effort, and participation
• Ask small groups of students to create and present short dance sequences that demonstrate balance and two elements of movement. Invite them to use pictures, words, symbols, and numbers to record their dance sequences on paper, then have them include these as part of their presentations. Videotape students as they create and present their work. Prior to viewing the presentations on video, ask the presenters to respond to questions such as:
  • What are the two elements of movement we will be viewing?
  • What should we notice about balance in your sequence?
  • When do you change movements?
• Ask each student to establish a pattern using a rhythm instrument and to move to it. As they establish rhythms, have them change speed and incorporate new dimensions into their movements. Then ask them to reflect on their movements with partners. Frame the debriefing with questions such as:
  • How did the change in space affect the way you moved?
  • How did the change in rhythm affect the way you moved?
  • What combinations worked best for you?
  • Which ones didn't work and why?
  • What evidence was there that you used personal and general space safely?
  Occasionally have students record their responses in their journals.

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