Minds On

Let’s get started!

Press the following tabs to access today’s vocabulary.

Important ideas in dance, which include the following:

  • Body: The instrument of dance. The term body may also refer to the body’s position or shape (e.g., curved, straight, angular, twisted, symmetrical, asymmetrical); also, how the body is moving (e.g., using locomotor or non-locomotor movements).
  • Energy: The force with which the body moves (e.g., light, strong, sustained, sudden).
  • Relationship: The way in which two or more things are connected to or associated with one another (e.g., dancer to dancer, dancer to object, or right arm to left arm).
  • Space: The physical area in which the body moves; also, the area surrounding the body.
  • Time: An element of dance involving rhythm, tempo, accent, and duration. Time can be based on measured beats, as in music, or on body rhythms, such as breath, emotions, and heartbeat.

Examine the following images and descriptions. Consider the body positioning, use of space, and relationship between the dancers (if there is more than one dancer in the image). What do you think these images are trying to depict?

Record your ideas using a method of your choice.

Press the following tabs to access a description for each image in the previous carousel.

There are two dancers. The set and lighting in the image make it appear as if they are underwater and moving in a slow, sustained way. They face each other, as if in an embrace. They are face to face and they are holding each other in a closed ballroom dancer’s position.

A dancer is suspended above a gorge by an aerial silk. The dancer is facing forward, their head to the side, looking at the aerial silk. Their left hand is holding onto the silk at the side of their body. Their right arm is reaching across their body to grab ahold of the silk. Their legs are spread in an inverted V position. They appear to be falling backwards into a gorge as they hold onto the aerial silk.

An adult is dancing with three children of various ages. All the dancers are standing at a high level with feet as a body base. They appear to be moving their arms to music. They have open body positions.

Three children are holding hands and dancing in a circle. They are all facing inwards, towards each other. They are standing at a high level, with feet as a body base. Their arms are stretched widely to the side to reach the hands of the dancer beside them. The two dancers whose faces are visible are smiling and looking at each other.

Action

Get ready, get set…

Task 1: Ideas and themes in literature

There are many central themes in literature that appear over and over in various stories. Some examples include:

There are multiple thought bubbles with samples of central themes from literature such as love, friendship, perseverance, and courage, family, survival, good vs evil and person vs nature.

Think of the stories, folk tales, or novels you are familiar with. Are any of these themes present in the stories you know? Are there any you would add?

In dance, actions can be used to communicate different emotions, ideas, and themes. The elements of dance give dancers a language to communicate a message to the audience.

Revisit the following images of dance from the Minds On section and explore related questions and possible answers for each of the four images.

Two adults are facing each other while dancing together.
  • Which theme(s) do you think these dances might be depicting?
  • What is it about the body, facial expressions, positioning, or use of space that conveys this theme?

Press ‘Answers’ to access possible answers for the previous two questions.

  • love
  • The dancers are holding each other closely and using their bodies to create a closed position. The closed position increases the connection (element of relationship) between the dancers.
An acrobat adult dancer is suspended by an aerial silk from a tall rocky cliff.
  • Which theme(s) do you think these dances might be depicting?
  • What is it about the body, facial expressions, positioning, or use of space that conveys this theme?

Press ‘Answers’ to access possible answers for the previous two questions.

  • person vs. nature
  • A dancer is suspended above a gorge by an aerial silk. The dancer is facing the side, with each hand grabbing a strand of silk. Their legs are spread, with the silk wrapped around each ankle.
An adult is dancing with three children.
  • Which theme(s) do you think these dances might be depicting?
  • What is it about the body, facial expressions, positioning, or use of space that conveys this theme?

Press ‘Answers’ to access possible answers for the previous two questions.

  • family
  • The dancers are all turned in slightly, almost as if they are in a circle facing each other. They have similar body positions to each other. They are all standing at a high level, with feet as body base and appear to be moving in sync with each other and the music.
Three children are forming a circle while holding hands. They seem to be going round and round in a circle.
  • Which theme(s) do you think these dances might be depicting?
  • What is it about the body, facial expressions, positioning, or use of space that conveys this theme?

Press ‘Answers’ to access possible answers for the previous two questions.

  • friendship
  • The dancers are all turned towards each other in a circle. They are holding hands. The two dancers whose faces are visible are smiling at each other.

Go!

Task 2: Creating a dance sequence

Let’s explore how we can create a dance sequence based on a theme. Select one of the following themes, or another theme of your choice.

Brainstorm

Brainstorm

Think of text that you have been reading and that you can make connections to. You can think of connections to language or any other subject areas.

There are multiple thought bubbles with samples of central themes from literature such as love, friendship, perseverance, and courage, family, survival, good vs evil and person vs nature.

Draw on your knowledge of the elements of dance and think about how these themes might be communicated.

Press ‘Elements of Dance’ to access the dance elements.

Elements of dance

Body

What is your body doing?

Consider the following questions:

What different body bases could you use to create a shape with your body? What different body parts could you move? How many different locomotor and non-locomotor movement could you create? Could you create symmetry in your body? What about asymmetry? What kinds of angular shapes could you make? What kind of curved shapes could you make?

Space

Where is your body moving?

Consider the following questions:

How could you move at a high, middle, or low level? What different pathways could you travel (in a straight line, in a zigzag, backwards)? If you are dancing with someone else, how is it different when you dance close together vs. far apart?

Time

When is the body moving? (in relation to time)

Consider the following questions:

How could you move at various speeds (e.g., fast, medium, slow)? How it is different dancing to music vs. dancing without music? Could you add a pause or a moment of stillness into your movements?

Energy

How is the body moving?

Consider the following questions:

How could you move lightly (e.g., as if you are a balloon floating through the sky, as if you are an astronaut in outer space? How could you move as if your body was heavy (e.g., as if you were pushing a big piece of furniture across the floor, as if you were moving through thick mud)? What is an example of a sudden movement? What is an example of a sustained movement?

Relationship

Who or what is the body moving with?

Consider the following questions:

How might dancers meet or part in a dance piece? How could emotions or facial expressions be added to movements? How could you move around, under, or over a prop?

Portfolio

Portfolio

Consider adding this dance design document to your portfolio.

Consider how you might translate this theme into movement. Complete the My Dance Sequence in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.

My Dance Sequence

My theme

Elements of Dance I want to use…

  1. (Blank)
  2. (Blank)
  3. (Blank)

Describe the 3 movements…

  1. (Blank)
  2. (Blank)
  3. (Blank)

Press the ‘Activity’ button to access My Dance Sequence. 

Activity(Open PDF in a new window)

Check the Dance Sequence Sample to guide you.

Dance Sequence Sample

My theme

Elements of dance I want to use….

Describe the 3 movements….

love

body – open shape

space – high level

A dancer is standing on both feet at a high level, with arms outstretched overhead.

love

time – slow movement

energy – sustained movement

A dancer is moving slowly from their original pose to the following one.

A dancer is standing on both feet at a high level, with arms crossed in front of their body.

love

relationship – move closer to “audience”

An aerial view of a dancer moving forwards towards the audience in a straight line.

Press the ‘Activity’ button to access My Dance Sequence. 

Activity(Open PDF in a new window)

How could you sequence these three movements together to create a short dance sequence that communicates your chosen theme?

Record your ideas using movements, pictures or a detailed written or audio description. Share your dance piece with someone, if possible! Always be sure to do your safety checks before you do an activity.

Before you begin, check:

Safety

Before you begin, consider these safety precautions:

Consolidation

Putting it all together

Let’s reflect

Use the following questions to reflect on your learning.

  • What concepts of the lesson would you like to continue to explore to further develop your understanding?
  • What elements of dance did you use most often to communicate emotions, ideas, and themes?
  • If you were to create this dance sequence again, is there anything you would add or change? Why or why not?

Record your responses using a method of your choice.

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.