Dance Space Elements

Overview

This 45-minute lesson introduces year 6 students in New Zealand to the dance element of space, focusing on understanding and using levels (high, medium, low) and directions (forward, backward, sideways). Students will collaboratively create a group dance that incorporates these spatial concepts, aligned with the New Zealand Curriculum Refresh for The Arts.

Curriculum Alignment

Learning Area: The Arts—Dance (Years 5-6)

• Students will:
  • Explore dance elements including space, time, and dynamics.
  • Use movement to interpret and communicate ideas, stories, and feelings.
  • Develop awareness of spatial relationships for dance composition and performance.

Relevant Achievement Objectives (Refreshed NZ Curriculum):

• Explore and develop movement ideas in response to a range of stimuli, considering the elements of dance (space, time, dynamics) (Dance AO)
• Plan, rehearse, and perform simple movement sequences and group dances that use and combine a variety of basic movement elements and skills (Dance AO)
• Use observation and discussion to reflect on and improve dance performances (Dance AO)

Key Competencies:

• Relating to others: Collaborate in groups to create and perform dances.
• Participating and contributing: Engage actively and share ideas during group work.
• Thinking: Understand and apply concepts of space (levels and directions) in dance.

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Learning Objectives

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

1. Identify and demonstrate the three levels of movement: high, medium, and low.
2. Show movement in different directions: forward, backward, and sideways.
3. Collaboratively create a short group dance incorporating these spatial elements.
4. Reflect on how space affects the expression and effectiveness of dance.

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Lesson Structure and Timing

Time	Activity	Description
0–5 min	Warm-up and Introduction	Teacher-led warm-up focusing on whole body movement. Discuss the importance of space in dance. Show examples of levels (e.g., reaching high, bending knees low) and directions (moving forward, backward, sideways).
5–15 min	Guided Exploration of Space	In pairs, students explore moving at different levels and directions. Use prompts such as "Can you move high and then low? Move forward then sideways." Teacher observes and gives feedback, reinforcing vocabulary.
15–25 min	Group Choreography Planning	Groups of 5-6 plan a 1–2 minute dance sequence incorporating at least two levels and three directions. Teacher circulates, supporting ideas and encouraging creative use of space.
25–35 min	Group Rehearsal	Groups rehearse their dance sequences, practising spatial changes clearly. Emphasis on awareness of others' positions and spacing for safety and visual effect.
35–43 min	Dance Performance and Peer Feedback	Each group performs their dance to the class. After each performance, peers give positive feedback focusing on use of levels and directions, along with teacher's constructive observations.
43–45 min	Reflection and Wrap-up	Whole class discussion reflecting on how space was used in dances. Students share what they found challenging or enjoyable about using space. Teacher summarises key learning and previews next lesson.

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Resources Needed

• Clear, safe indoor or outdoor space for movement
• Open area large enough for group dances
• Visual aids (posters or handouts) depicting levels and directions in dance
• Music for warm-up and choreographies (optional)

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Assessment and Feedback

Formative Assessment

• Teacher observation during pair and group activities, noting ability to demonstrate levels and directions effectively.
• Peer feedback focused on specific use of space.
• Student reflections shared verbally at lesson end.

Success Criteria

Students can:

• Move intentionally at different levels (high, medium, low).
• Change direction clearly (forward, backward, sideways).
• Create and perform a group dance using spatial elements.
• Use dance vocabulary to discuss their performance and that of peers.

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Inclusion Strategies

• Provide multiple ways for students to explore movements, including seated or modified movements for physical needs.
• Use clear, explicit language and visual cues.
• Encourage cooperation and supportive feedback within groups.
• Offer additional scaffolding with example movements or video demos if needed.

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Extension Ideas

• Encourage students to incorporate other elements such as time (speed) and dynamics (energy/expression) in future lessons.
• Use digital tools (e.g., video recording) for students to review and improve their dances.

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This plan integrates both knowledge and creative expression in line with New Zealand's curriculum refresh, focusing on active learning, collaboration, and reflecting on dance. It balances movement exploration with critical thinking and communication as part of the learning process, offering a rich, engaging foundation for understanding dance space.

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References

NZ Curriculum Refresh - The Arts / Dance achievement objectives and teaching notes