Dance K to 1
Elements of Movement

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

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 steady beat
demonstrate an ability to balance in locomotor and non-locomotor movements

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

Suggested Instructional Strategies

Establish a safety routine to begin each dance session. Model appropriate practices (e.g., use of appropriate footwear or bare feet, use of personal space, warmup and cooldown routines) and have students copy them. Help students create a chart that includes information related to safety in dance. Post the chart for future reference.
Select a character from a story and challenge students to bring him or her to life by exploring how that character might move (e.g., when walking, skipping, stomping, hopping, rolling, sliding). As students practise the movements, call out questions to focus their attention on changes in the elements of movement. For example:
- What direction is your character going?
- What pathway might he be travelling?
- How tall or short are her movements?
- What body shapes is he making?
- Is she moving alone or with someone else?
- Is he moving with energy? With fear? With excitement?
Select music with a strong beat. Invite students to clap along with the beat and then continue clapping while they march or move on the spot. Begin to march around the room while clapping to the beat and invite students to follow. Then ask them to take turns acting as leader.
Present a scenario such as the following while students create movement in response: "Let's imagine we are walking outdoors. How would we move on a sunny day? It's starting to snow. How do we move now?" (Signal students to freeze and balance.) "What would happen if we got our feet stuck in the mud? Can we pull ourselves out without losing our balance? We don't want to get mud on our clothes!"

Suggested Assessment Strategies

Have students explore travelling in different directions and at various levels, changing their body shapes as they move. Ask them to work with partners to create and practise dance sequences using some of these movements, then have them present their sequences to small groups, describing their movements. Look for evidence that students are able to:
- develop movement sequences that use at least two elements of movement
- use accurate movement vocabulary to describe their dance sequences
- demonstrate an awareness of personal space
After several experiences with movement, have students draw themselves in their journals to illustrate one of the following elements of movement:
- This is me using my personal space . . . and this is me using general space. . . .
- This is me twisting . . . and this is me stretching. . . .
- This is me making a strong movement . . . and this is me using a lot of energy. . . .
- This is me moving alone . . . and this is me moving safely with a partner. . . .
- This is me making a curved pathway . . . and this is me changing levels. . . . Collect students' journals and conference with each student to discuss the entries. Note the extent to which students are able to:
- accurately describe the difference between personal space and general space
- use pictures to record the elements of movement they used
As students demonstrate movements, observe and note the extent to which they are able to:
- achieve balance
- change movements accurately
- respond to directions
- use space wisely and safely