Grade by Grade
A. Dance / C. Music · Music and Dance

Dance: Using Relationship to Communicate, and Growing as a Dancer

A1.4 A2.2 A2.3About 40 minutes
Learning goals
  • I can use the element of relationship (mirroring, shadowing, near and far, over and under, complementary and contrasting shapes) on purpose.
  • I can create a short dance piece that uses relationship to communicate an idea.
  • I can explain how relationship helps communicate a message.
  • I can name my strengths and areas for growth as a dance creator and audience member, with examples.

Words to know

relationship
The element of dance about how dancers move with each other, with a group, or with objects.
mirroring
Two dancers face each other and move at the same time, as if one is the other's reflection.
shadowing
One dancer stands behind another, facing the same way, and copies their movements at the same time, like a shadow.
complementary shapes
Shapes that fit together or look similar, like two curved shapes that match.
contrasting shapes
Shapes that are very different, like one tall and straight, one low and curled.
counterbalance
Two dancers share their weight by pushing or pulling against each other so both stay balanced.
area for growth
A skill you are still working on and can improve.

Remember from Grade 4

In Grade 4 you used relationship in narrative dances: meet and part, lead and follow, and groupings like solos, duets and trios.

This year you'll add more relationship tools, and you'll use relationship as the main way to communicate an idea. Even without a story, just where dancers are and how they move together can say a lot!

Relationship tools

  • Near and far: dancers close together can show friendship or safety; far apart can show loneliness or conflict.
  • Mirroring: face a partner and move at the same time like a reflection. Their right side matches your left side.
  • Shadowing: one dancer stands behind another, facing the same way, and copies at the same time.
  • Over, under, around and through: move over a partner's arm, under a bridge shape, around a partner, or through a gap.
  • Complementary and contrasting shapes: matching shapes can show agreement; very different shapes can show conflict.
  • Connected and not connected: touching (holding hands, back to back) or not touching.
  • Counterbalance: two dancers hold hands or press palms and lean away from (or into) each other, sharing weight. This shows trust.
Pine trees on a rocky shore are reflected upside down in a perfectly still lake.
A still lake makes a mirror image, just like mirroring in dance. Partners move at the same time, so one dancer's right side matches the other's left side. AI-generated image
mirroring: face to faceshadowing: one behind
Mirroring: partners face each other and move like reflections. Shadowing: one dancer stands behind the other, facing the same way, and copies the same arm at the same time.

Safety: counterbalance

Only try counterbalance with a partner about your size, on a non-slippery floor, with a grown-up watching. Hold wrists or palms firmly, lean slowly, and agree on a word like "stop" before you start. Never let go suddenly.

Using relationship to communicate an idea

Ask: What idea do I want to show? Then choose relationships that match it.

  • Friendship or teamwork: mirroring, complementary shapes, moving in unison, connected shapes.
  • Conflict: contrasting shapes, facing away, pushing apart, moving far apart quickly.
  • Support and trust: counterbalance, one dancer lifting the other's arm, moving under a partner's bridge.
  • Being left out: a group in a tight circle with one dancer outside, far away.
  • Including someone: the group opens the circle and the outside dancer joins in.
Being left outIncluding someonefar awaythe circle opensand she joinsa tight circle(seen from above: each circle is one dancer)
Relationship tells a story with no words. On the left, a tight circle with one dancer far away shows being left out; on the right, the group opens the circle to include her.
Worked example

Example: Let's show the idea "helping a friend" with relationship

Sam and his sister want to show helping a friend in a 32-count dance, using relationship as the main tool.

  1. Counts 1 to 8, far apart: they start on opposite sides of the room. Sam is in a low, curled shape. His sister is tall and open. Their contrasting shapes show that one is struggling.
  2. Counts 9 to 16, near: his sister travels toward him and meets him. She makes a low bridge shape over him, like a shelter.
  3. Counts 17 to 24, counterbalance: she offers her hands. They hold wrists and slowly lean back in a counterbalance, then use it to help Sam rise. (They practised slowly, with a grown-up watching.)
  4. Counts 25 to 32, mirroring: they face each other and mirror the same slow, open arm movements, ending in complementary shapes.

The relationship tells the whole idea: far and contrasting (struggling alone), near and sheltering (help arrives), counterbalance (trust and support), mirroring and complementary shapes (now equal friends).

Growing as a dancer: strengths and areas for growth

Good dancers reflect on their work. After you create or watch a dance, think about:

  • As a creator: Did my dance communicate my idea? Did I use the elements on purpose? Did I work well with my partner?
  • As an audience member: Did I watch closely and respectfully? Could I describe what I saw with dance words? Did I give kind, specific feedback?

A strength is something you do well. An area for growth is something you are still working on. Always give an example. "I'm good at dance" is not specific. "I used contrasting levels to show conflict, and my audience understood it" is!

Then set one goal: "Next time, I will practise my transitions so they are smoother."

Worked example

Example: Let's write a reflection

After performing the "helping a friend" dance, Sam writes a reflection.

  1. Strength (creator): "I used near and far clearly. Mom said she could tell I was alone at the start."
  2. Strength (audience member): "When I watched my sister's solo, I could name the pathways she used."
  3. Area for growth: "My mirroring was a bit late. I need to watch my partner's whole body, not just her hands."
  4. Goal: "Next time I'll practise mirroring with slower movements first, then speed up."

Sam's reflection is specific: each point has a dance word and an example, and his goal is something he can actually practise.

Just for fun

Two mirroring partners, at exactly the same time: "Stop copying me!" "Stop copying me!" 🪞

Hands-on activity

Relationship challenge cards

You need: 8 small pieces of paper, a pencil, a partner (or a large stuffed animal or a chair for some cards), and a clear space.

  1. Write one relationship on each card: near, far, mirroring, shadowing, over, under, around, counterbalance.
  2. Shuffle the cards and pick three.
  3. Choose an idea: friendship, an argument, teamwork, or a new student joining a group.
  4. Make a 24-count dance (8 counts per card) that uses all three relationships to show your idea. (If you are dancing alone, move around, over or under a chair or a stuffed animal. Skip counterbalance unless a grown-up is helping.)
  5. Perform it. Ask your audience what idea they saw.
  6. Write one strength, one area for growth and one goal.

Your turn

1

What is the element of relationship about?

2

What is the difference between mirroring and shadowing?

3

Mirror a partner for 30 seconds. Then switch leaders.

4

Which relationship could show loneliness?

5

What could contrasting shapes show?

6

Give one strength you have as a dance audience member, with an example.

7

What should you always include when you name a strength or area for growth?

More practice: warm-up

1

Name two relationship tools.

2

What is a strength?

3

What does counterbalance need to stay safe?

4

Make a shape over a stuffed animal, then around it.

5

Do matching shapes show agreement or conflict?

More practice: on your own

1

Plan an 8-count section that shows two friends having an argument using relationship.

2

In Sam's dance, why did his sister make a bridge shape over him?

3

Turn this vague reflection into a specific one: "My dance was good."

4

Write an area for growth as a dance creator and a goal to work on it.

5

How could a group show the idea including someone new using relationship?

Challenge

1

Create a 32-count duet about teamwork that uses at least four different relationship tools. List them in order with counts.

2

Explain why mirroring is harder than it looks. What does the follower have to do?

3

Write a full reflection (2 strengths, 1 area for growth, 1 goal) about the last dance you made or watched.

Check your understanding

Quiz

1.

Partners face each other and move at the same time like a reflection. This is ___.

2.

One dancer stands behind another, facing the same way, and copies at the same time. This is ___.

3.

Which relationship choice best shows conflict?

4.

Which is a specific strength?

5.

Counterbalance means ___.

6.

A group opens its circle so a dancer outside can join. What idea does this show?

For parents and teachers

Big idea: Students use the element of relationship in short dance pieces to communicate an idea (A1.4), explain how the elements communicate a message (A2.2), and identify strengths and areas for growth as dance creators and audience members (A2.3).

How to help at home:

  • Be a partner for mirroring and shadowing; let your child lead, then you lead.
  • When you watch any performance together (a show, a video, a sports team's celebration), ask, "How are the people moving together? What does that tell us?"
  • Help your child write reflections with an example in every sentence.

Safety: supervise counterbalance. Partners should be similar in size, on a non-slip floor, leaning slowly with a firm wrist grip and a "stop" word.

Common difficulties:

  • Mirroring late or on the wrong side. Start very slowly; the leader should move like they're underwater.
  • Vague reflections. Ask "Which element?" and "What's your example?"
  • Goals that are too big ("be the best dancer"). Help your child choose one small, practicable goal.