Dance 6
Elements of Movement

Prescribed Learning Outcomes

It is expected that students will:

• use the elements of movement in combination
• demonstrate a variety of dance techniques
• apply the principles of movement to dance
• apply fitness, health, and safety considerations to movement
• use appropriate terminology to describe the elements and principles of movement

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

Suggested Instructional Strategies

• Review the principles of movement. Have students practise each principle in relation to dance techniques they know. Videotape dance classes. Replay the video and ask students in groups to look at ways the principles of movement are used and to suggest improvements. Provide opportunities for further practice.
• Lead a warmup activity and identify its components using appropriate terminology (e.g., stretch, body-part isolations). Focussing on each component, have students suggest and demonstrate alternative movements. Ask the class to develop a definition of warmup and record it on a large sheet of paper to be posted in the classroom. Repeat with cooldown. Have pairs of students role-play TV interviews with a pop music video dancer, focussing on the use of warmup and cooldown.
• Guide a class discussion on health issues related to participation in dance (e.g., body image, repetitive-strain injury). Identify the particular body systems and muscle groups that are used during dance. Conduct a debate on whether or not dance contributes to health.
• Play videos of dances. Then have students work in groups to identify the elements and principles of movement, using appropriate terminology. Ask each group to select two or more of these elements and incorporate them into a sequence, accompanied by composed or selected music. Invite the groups to explain why their music choices are appropriate.
• After learning a set dance, have students suggest where dynamics (e.g., hard, soft, flowing, sharp) should be applied and discuss how the use of each would enhance the dance. Play music for the dance and ask students to identify dynamics in the music. Ask them to practise ways to incorporate the music dynamics into their dance.

• After students have viewed videos of dance sequences and incorporated elements into their own sequences, focus observation on one or more of the following:
  • how the body moves
  • what the body does
  • where the body moves
  • how the body uses force
  • the relationship of the body to people and objects Ask questions such as: Does each element flow smoothly into the next? Where are body shapes and control evident? How is space used appropriately?
• Have students work with partners to prepare a series of warmup and cooldown activities for the class. Before they lead the class, conference with the pairs, asking questions such as:
  • Which components (e.g., stretches, body-part isolations) have you used?
  • How do your activities meet the criteria for warmup and cooldown?
  • How have you used the class chart to help you?
  • To what extent do your activities affect student fitness or health?
  • Have you considered aspects of safety in your activities? Note the extent to which students prepare appropriate warmup or cooldown activities and are able to accurately identify the components used.
• When students select music and present a movement sequence, note the extent to which they demonstrate:
  • alignment
  • flexibility
  • strength
  • breathing
  • balance

• Adventures in Creative Movement Activities
• Creative Dance
• Creative Dance for All Ages
• Movement Improvisation
• The Young Dancer

• Can You Speak Dance?
• Creative Dance Experiences for Children
• The Creative Dance Keys Kit
• Dance Education Initiative
• Teaching Beginning Dance Improvisation
• Upper Elementary Children: Moving and Learning

• Contrast and Continuum: Music for Creative Dance, Volume I
• Contrast and Continuum: Music for Creative Dance, Volume II

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