Exploring Space Through Dance

Overview

In this fifth lesson of Dance Explorations for Foundations, students revisit safe prop use, pathways, levels and directions before creating a short movement phrase. Through teacher modelling, follow-the-leader games and individual sharing, students explore how locomotor and non-locomotor movements can travel through high, middle and low spaces.

Learning intentions

Students will:

• explore high, middle and low levels safely
• use different directions and pathways when travelling
• combine locomotor and non-locomotor movements
• make clear movement choices and explain what they noticed

Success criteria

• I can move safely in my own space.
• I can show two different levels and two directions.
• I can use a pathway to travel from one place to another.
• I can watch respectfully and name a movement choice I noticed.

Curriculum links

• Foundation Movement and Physical Activity: exploring different ways to move the body safely while manipulating objects and moving through space
• Foundation Movement and Physical Activity: suggesting and testing different ways to move in a playing space and use equipment
• Levels 1 and 2 Movement and Physical Activity: investigating ways of moving the body and manipulating space, then making judgements about effectiveness
• Levels 1 and 2 Movement and Physical Activity: practising and applying fundamental movement skills in varied movement situations

Lesson structure (50 minutes)

1. 0–6 min · Retrieval and safe start. Open with the retrieval and safety slides and invite students to recall how to carry, place and move around a prop safely; students demonstrate “freeze, look and leave space” with an imaginary prop, then practise walking, stopping and checking their personal space. Teacher revisits the words pathway, level and direction, showing that a pathway is the route the body takes, a level is high, middle or low, and a direction is where the body travels.

2. 6–13 min · I do: model choices. Use the movement vocabulary and model slides while modelling two contrasting phrases: a high, straight pathway forwards and a low, curving pathway sideways, including a pause or shape. Students watch with hands by their sides and identify the level, direction and pathway in each example using simple gestures or words.

3. 13–23 min · We do: follow-the-leader. Display the follow-the-leader instruction slides and lead the class through safe travelling actions: walk, tiptoe, slide, gallop or march, changing between high, middle and low levels and moving forwards, backwards, sideways and diagonally. Students copy the leader while keeping safe spacing; rotate leaders in small groups, with each leader choosing one pathway and one level for the group to follow.

4. 23–35 min · You do: create a phrase. Show the creation challenge slides and explain that each student will create a short phrase with a beginning shape, a travelling movement, a second travelling movement and an ending shape. Students create and practise a phrase using at least two levels and two directions, adding one non-locomotor action such as a twist, bend, stretch, turn or balance; they may rehearse individually or with a partner while the teacher conferences with groups.

5. 35–43 min · Share and notice. Refer to the sharing and audience slides and organise students into small groups so each child performs while classmates watch quietly. Audience members use the sentence stem, “I noticed a ___ level and a ___ direction,” while performers show a quiet bow or thank-you gesture.

6. 43–48 min · Movement gallery. Use the gallery prompts to invite students to travel slowly around the space, pausing near a marked spot to show one favourite shape or level from their phrase. Students observe classmates’ still shapes without touching, then share which movement choice was effective or interesting and why.

7. 48–50 min · Consolidate and redo. Display the reflection and redo slide and ask students to show with fingers or gestures whether they used two levels and two directions. Students who need another attempt use floor markers, choose from two teacher-offered levels and directions, and repeat their phrase; confident students repeat it while changing their focus by looking up, down or towards a partner.

Resources

• the complete dance exploration slide deck
• Open floor space with clear boundaries
• Floor markers or spots
• Optional lightweight scarves or beanbags from the previous lesson
• Music and speaker, optional
• Teacher observation checklist
• Visual cards or gestures for high, middle, low, forwards, backwards and sideways

Assessment

• Observe whether students maintain personal space, stop safely and use equipment appropriately during retrieval and follow-the-leader activities.
• During creation, check for two identifiable levels, two directions, a pathway and a combination of locomotor and non-locomotor movement.
• Listen during sharing and consolidation for students naming a movement choice; note students requiring reduced choices, floor markers or further modelling.

Differentiation

• Support students with a clear demonstration, visual level and direction gestures, floor markers and a reduced choice of two levels and two directions.
• Offer sentence starters such as “I travelled…” and “I noticed…”; allow students to point, gesture or demonstrate instead of explaining verbally.
• Pair students strategically and provide a defined personal space for students who find open movement areas challenging.
• Extend confident students by asking them to change pathway shape, add a pause or balance, or repeat the phrase with a different focus while keeping the same movements.
• Use scarves or beanbags only when they support safe movement; students may complete the phrase without a prop.