Dance Elements Exploration

Lesson Overview

This is Lesson 1 of 9 in the unit Dance Resilience and Goals. Students will begin exploring the foundational elements of dance (body, space, time, energy, and relationships) with hands-on and collaborative activities. The session is designed to provoke curiosity, encourage active participation, and connect to New Zealand’s unique cultural context, including mātauranga Māori.

Curriculum Alignment

• The New Zealand Curriculum Area: The Arts
• Curriculum Level: Level 3
• Focus Strands:
  • Developing Practical Knowledge: Explore and identify the dance elements of body, space, time, energy, and relationships.
  • Developing Ideas: Begin experimenting with ways to express ideas through dance.
  • Communicating and Interpreting: Reflect on how movement expresses meaning.

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Learning Outcomes

By the end of the lesson, students will be able to:

1. Identify and describe the five basic elements of dance.
2. Experiment with simple ways to embody these elements in movement.
3. Connect their learning of dance elements to expressions of culture, including the exploration of ihi, wehi, and wana from a mātauranga Māori perspective.

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Resources Needed

• Open classroom or gym space
• Portable music system or speakers (with pre-selected music tracks of varying tempos)
• Visual aid/poster illustrating the five elements (body, space, time, energy, relationships)
• Large sheets of paper and markers for brainstorming reflection activities

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Lesson Plan Breakdown (60 Minutes)

1. Opening Karakia and Warm-Up (5 Minutes)

Begin with a short, inclusive karakia to ground the students and invite energy and focus into the space. Follow with a physical warm-up:

• Stretching to soft, calming music.
• Gentle movements exploring flexibility and readiness (e.g., reaching in different directions, rolling onto toes and heels).

Purpose: To align the physical and mental energies of the class while recognising cultural grounding.

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2. Introducing the Dance Elements (10 Minutes)

• Start with an interactive discussion: “What do you think makes up a dance?” List and explore their answers on a whiteboard. Gradually introduce the five elements—body, space, time, energy, and relationships—building on their ideas.
• Provide real-life examples using a quick video or description of kapa haka or Pacific traditional dance to tie the elements to broader cultural movements.
• Introduce the concept of ihi (radiating energy), wehi (an emotional response to movement), and wana (awe from connection).

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3. Movement Exploration: The Elements in Action (15 Minutes)

Students will explore each element through guided movement activities:

1. Body: Students will create shapes using their bodies (e.g., wide, tall, curved).
2. Space: Ask them to move in different pathways—straight lines, circles, zig-zags—using their environment.
3. Time: Use music with varying tempos. How does their movement change to match fast vs slow music?
4. Energy: Explore staccato (sharp, sudden movements) compared to smooth, flowing motions. Use a drumbeat or clapping rhythm to guide this.
5. Relationships: Encourage students to connect with a peer by mirroring each other’s movements or reacting to the other’s actions.

Purpose: To allow hands-on exploration of abstract concepts in a highly engaging way.

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4. Group Activity: Cultural Mapping Through Dance (10 Minutes)

Divide students into small groups (3–5 students), handing each a card describing a different cultural dance style (e.g., kapa haka, poi, hip hop, ballet, Pacific traditional dance).

• Ask groups to identify which of the five dance elements they observe in the style.
• Each group uses their learning to create a short sequence inspired by the style and elements.

Emphasis: Allow students to make connections between the elements and their significance in cultural storytelling.

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5. Cool Down and Reflection (10 Minutes)

• Lead students through a gentle cool-down, emphasising deep breathing and relaxing stretches.
• As they cool down, hand them a large sheet of paper and markers for group reflection: “Which element was your favourite to explore, and why?”
• Groups can share their thoughts and responses, fostering a sense of connection and collective learning.

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6. Closing Karakia (5 Minutes)

End the lesson with a short karakia or reflection circle, inviting gratitude for the shared learning journey. Encourage students to reflect on where they see dance elements in their everyday lives or other subjects.

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Differentiation and Support

• Provide alternative instructions or adjustments for students who may need help with physical movements (e.g., perhaps they prefer seated actions).
• Offer visual aids and examples for students who are visual learners.
• Provide leadership opportunities for confident dancers to help their peers.

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Homework/Follow-up Task

Ask students to observe a cultural or dance performance (on TV, online, or within their community) and note examples of the dance elements they see. Encourage them to bring insights to the next class.

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Assessment Opportunities

• Formative assessment through teacher observation of participation and movement exploration.
• Students’ group responses during the cultural mapping activity provide evidence of understanding the dance elements.

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By blending theoretical knowledge with practical exploration and grounding activities in New Zealand cultural contexts, this lesson fosters holistic, culturally inclusive learning. It sets the foundation for students to dive deeper into the unit's themes of resilience and goals.