Minds On

Today’s vocabulary

The way in which two or more things are connected to or associated with one another (e.g., dancer to dancer, dancer to object, right arm to left arm, etc.)

Let’s get started!

Let’s begin by thinking about how movement and expression can be used to communicate ideas in dance.

Explore the following video “Galumpha: The Human Jungle Gym” to learn more.

Answer the following questions to reflect on the video.

  • What were some of the ideas or themes communicated in the video?

Press the ‘Answer’ button to reveal a sample answer.

The dancers used their bodies to create a caterpillar.

  • What were some examples of the element of relationship you noticed in the video?

Press the ‘Answer’ button to reveal a sample answer.

The dancers use each other’s bodies to support the weight of their own body and create a connected shape

  • How did the dancers use relationship to communicate ideas?

Press the ‘Answer’ button to reveal a sample answer.

They used their bodies together as if they were one.

Action

Get ready, get set…

Relationship

Three students, who are smiling, stand beside each other outdoors. The student in the centre has their arms around the other 2’s shoulders.

Relationship is one of the five elements of dance. Relationship explores the connection between things. For example, the relationship between dancers, between two body parts, or between a dancer and a prop.

Test Your Skills!

Thinking about relationship

Answer the following questions using a method of your choice.

  • What are some ways the element of relationship might be used when working solo?

Press the ‘Answer’ button to reveal a sample response.

The dancer could explore the relationship with the audience. For example, they could make eye contact, travel towards or away from the audience, or go “off screen” if working virtually.

  • What are some ways the element of relationship might be used when working in a duet?

Press the ‘Answer’ button to reveal a sample response.

The pair could mirror or shadow each other.

  • What are some ways the element of relationship might be used when working with a group?

Press the ‘Answer’ button to reveal a sample response.

The dancers could change with various formations, or they could all follow one “leader.”

  • What are some of the ways a dancer might explore the element of relationship when working with a prop?

Press the ‘Answer’ button to reveal a sample response.

A First Nations' dancer doing a Hoop dance uses hoops, and a Highland dancer dances with their swords.

Dancing with a prop

A dancer runs forward, their left arm pointed up, as they twirl a dance ribbon with their left arm straight out behind them.

The element of relationship is often used to communicate a dancer’s connection to another dancer, the audience, or a prop.

Select a prop of your choice to complete this next activity. You can use any prop, just make sure it is light and easy to move with. Some examples include a stuffed animal, a chair, or a laundry basket.

After selecting your prop, think about the following prompts:

A dancer, wearing a soccer uniform, leaps over a soccer ball, both arms straight out behind them, as they move forward.
  • How could you move in relationship to your prop?
  • How could you go around your prop?
  • How could you go over your prop?
  • How could you go under your prop?
  • What ways could you change the distance between you and your prop?

Record your answers to the prompts using pictures or a detailed written or audio description.

If possible, try the movements yourself! If you are going to do these movements yourself, do a safety check before you begin.

Safety

Before you begin, consider these safety precautions:

Go!

Creating a dance piece

Part 1: Brainstorm

A dancer leans right, arms out at their sides. One holds a broom in their left hand, right arm raised above their head, right leg lifted up.

The elements of dance, including the element of relationship, can be used to communicate an idea or message. Let’s explore how the elements can communicate by creating a short dance piece.

Consider the prop you selected for the previous activity. What is this object? What is it used for? Why is it useful or important to you?

Brainstorm a list of all the things you think are related to your prop. For example, if you are using a laundry basket, you could say that it is used to carry dirty or clean laundry, you can carry the basket on your hip, and the basket can be used to sort laundry.

Record your ideas in the following fillable and printable Brainstorm Web graphic organizer. You may also record your ideas using another method of your choice.

Brainstorm Web

Press the Activity button to access the Brainstorm Web.

Activity (Open PDF in a new tab)

Part 2: Three ideas

From your list of brainstormed ideas, select three that you would like to explore further. How might we translate each of these ideas into a movement?

The following image shows an example:

One person, wearing a hearing aid, walks around another person who is standing in place holding a laundry basket and is slightly bent over.

Part 3: Make your movements

Using your list of ideas, imagine or create 3 movements to illustrate the function or importance of your prop. Your movements will be three separate actions. For example, “melt,” “spin,” “wiggle,” or “turn” are possible movements.

Determine how you might sequence the 3 movements together into one cohesive movement piece. You will need an opening pose, closing pose, and transitions between your movements.

You can record your ideas in the following fillable and printable “Movement Piece” organizer. You can also complete this activity using another method of your choice.

Movement Piece
Opening pose
Movement 1
Transition 1
Movement 2
Transition 2
Movement 3
Closing pose

Press the ‘Activity’ button to access Movement Piece. 

Activity(Open PDF in a new window)

Record your answers using movements, pictures, or as a detailed written or audio description.

If possible, share the dance sequence with someone!

Safety reminder

If you are going to perform the sequence, complete a safety check before you begin.

A dancer stands in place, 1 arm raised above their head, 1 raised below their head. One dances in place, hands on hips, left leg raised up.

Student Tips

Example movement piece

Want to explore an example of a movement sequence? Check out the following chart!

Press the ‘Example’ button to reveal the example of a movement piece.

A young person with a prosthetic arm stands very still beside a chair, hands on their hips and looking down at the chair.

Opening pose

Frozen in a standing position behind a chair.

A young person, with a prosthetic arm, walks in a circle behind and around a chair, moving from one side of the chair to the other side.

Movement 1

Walk in a circle around the chair.

A young person, with a prosthetic arm, skips around a chair to the front of it, their left knee raised high, looking down at the chair.

Transition 1

Skip to the front of the chair.

A young person with a prosthetic arm sits down on a chair, their hands resting on each knee. They are looking off to the right.

Movement 2

Sit down on the chair.

A young person, with a prosthetic arm, jumps onto a chair and stands on it, their hands on their hips and looking down towards the floor.

Transition 2

Jump up onto the chair.

A young person, with a prosthetic arm, stands on a chair with their arms raised in the air and is looking towards you.

Movement 3

Stand on the chair with arms up in the air.

A young person, with a prosthetic arm, sits on a chair backwards. They are facing away from you with their back to the audience.

Closing pose

Sit on chair backwards (back is facing the audience).

Portfolio

Portfolio

Consider adding your brainstorm web and movement piece to your portfolio.

Consolidation

Putting it all together

A student wearing headphones indoors dances in place, with both arms held out to the side. The student has their eyes closed and is singing.

Portfolio

Review your learning

Let’s reflect on this learning activity by answering the following questions.

  • What were some of the ways you used (or thought about using) the element of relationship?
  • How is relationship the same or different from the other elements of dance?
  • How do the elements of dance work together to communicate an idea?

You can record your answers and ideas using a method of your choice. Consider adding your work to your portfolio.

Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

I feel…

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.