A. Dance / C. Music · Music and Dance

Dance: Combining the Elements to Communicate Ideas

A1.4 A2.2 A2.3About 40 minutes

Learning goals

I can use Grade 6 dance vocabulary for body, space, time, energy and relationship.
I can change one phrase in different ways to communicate different ideas.
I can use group formations, positive and negative space and the closeness of dancers on purpose.
I can analyse how the elements are combined in my own and others' dances.

Words to know

body base
The part of the body that holds you up, such as your feet, knees, hands, bottom or back.

geometric shape
A shape with straight lines and sharp angles, like a triangle or square.

organic shape
A curved, natural shape, like shapes in plants, animals or water.

positive and negative space
Positive space is the space your body fills. Negative space is the empty space around and between bodies.

proximity
How close dancers are to one another.

formation
The arrangement of a group of dancers in space, such as a line, circle or wedge.

acceleration and deceleration
Speeding up and slowing down.

Remember from earlier grades

You have known the five elements of dance (body, space, time, energy, relationship) since the early grades. In Grade 4 you used symmetrical, asymmetrical, organic and geometric shapes and positive and negative space. In Grade 5 you used relationship (mirroring, shadowing, counterbalance) to communicate.

In Grade 6, you will combine many elements at once and choose each one on purpose to communicate an idea.

Element	Grade 6 tools
Body	body parts; body bases (what holds you up); symmetrical / asymmetrical; geometric / organic; curved / angular; locomotor and non-locomotor movements
Space	pathways; directions; positive and negative space; proximity (how close dancers are); group formations
Time	tempo; rhythm; pause and stillness; with or without music; duration (short or long); acceleration and deceleration
Energy	effort and force; qualities such as flick, fold, stab, poke, flow freely
Relationship	dancers to props; meet / part; follow / lead; emotional connections between dancers; groupings (solo, duet, trio, small group)

The Grade 6 tools inside each element of dance.

Five group formations seen from above, each with five dancers: a line, a circle, a wedge (a V shape pointing toward the audience), a clump, and scattered.

What formations and proximity can say

A circle often shows community, equality or protection: no one is in front.
A wedge pointing at the audience looks strong and powerful, like a team or an arrow.
A line can look orderly, like soldiers or a queue, or like people waiting.
A clump with dancers close together (high proximity) can show closeness, fear or crowding.
Scattered dancers far apart can show being lost, free or alone.

Negative space matters too. Two dancers reaching toward each other but not touching leave a small gap of negative space. That gap can show longing, distance or almost-connection.

A group of dancers in black standing in a circle on a stage, seen from above. — A circle formation can show community or equality, because no dancer is in front. AI-generated image

One phrase, many meanings

Here is a powerful trick: take one short phrase and change the elements. The steps stay almost the same, but the message changes.

Base phrase (8 counts): step forward, reach one arm up, turn, sink to the floor.

Make it fast, sharp (stab), with angular, geometric shapes, and end far from your partner: it looks like anger or conflict.
Make it slow, smooth (flow freely), with curved, organic shapes, and end near your partner with the arm reaching toward them: it looks like caring.
Make it decelerate (slow down) and end in a small, folded shape on a low body base (your knees or back), alone: it looks like tiredness or sadness.

The same 8-count phrase, finished three ways. Changing speed, shape, energy and proximity changes the message: conflict, caring or sadness.

Worked example

Example: Let's combine elements to show an idea

Let's choose elements for a group dance about the four seasons in Canada: show winter and spring for four dancers.

Winter, body: angular, geometric shapes; arms close to the body; low body bases (crouching, kneeling).
Winter, space and relationship: a tight clump (high proximity, like huddling for warmth), little negative space.
Winter, time and energy: slow, with long pauses; small poke and shiver movements.
Spring, body: organic, curved shapes that grow outward; standing on feet, then on one foot.
Spring, space and relationship: the clump parts and dancers travel into a big circle and then scatter; lots of negative space opens between them.
Spring, time and energy: accelerating; light flicks and flow freely.

Every element changes between the two seasons: closed, slow, angular and close (winter) becomes open, faster, curved and spread out (spring). Combining all five elements makes the message much clearer than changing just one.

Worked example

Example: Let's analyse a dance using dance vocabulary

Two dancers start far apart. Dancer A leads; dancer B follows a few counts behind. They meet in the centre, press palms together and counterbalance. Suddenly B turns away and they part, travelling backward to opposite corners, decelerating, and end in still, asymmetrical shapes reaching toward each other. Analyse it.

Relationship: follow/lead, meet in the centre, then part. There is an emotional connection (pressing palms, reaching).
Space: far apart, then near, then far again; the corners at the end leave a big area of negative space between them.
Time: they decelerate while parting, which makes the goodbye feel slow and sad. The ending is still.
Body: asymmetrical reaching shapes at the end, one arm stretched toward the other dancer.
What it might communicate: a friendship that ends or a goodbye (for example, a friend moving away).

The meet/part relationship, the big negative space at the end, the deceleration and the reaching shapes together communicate a sad goodbye between two people who still care about each other.

Just for fun

Q: Why did the five dancers line up in a wedge pointing at the audience?

A: They wanted to make a point.

Hands-on activity

Element remix

You need: paper, a pencil, a clear space, and one or two family members (optional). Safety: clear a space, move breakable things and slippery rugs away, and dance in bare feet or non-slip socks.

Learn the base phrase: step forward, reach one arm up, turn, sink to the floor (8 counts).
Write three idea cards: excited, lonely, determined.
For each card, change at least three elements (for example, speed, shape, energy, body base, proximity). Write your choices down.
Perform the three versions for someone. Don't say which is which. Can they match each version to its card?
If family members join, try the same phrase in a circle, a line and scattered. Talk about how the message changes.
Reflect: Which version was clearest? Why? What will you improve?

Your turn

What is a body base? Give two examples.

What is the difference between a geometric and an organic shape?

What is negative space?

Which formation might show equality or community? Why?

Show the base phrase twice: once to communicate anger and once caring. Name what you changed.

What does deceleration mean, and what feeling can it give?

More practice: warm-up

What does proximity mean?

Name the five elements of dance.

Which formation is shaped like a V pointing at the audience?

Is a curled, round shape geometric or organic?

Name a pair of opposite relationships from the Grade 6 list.

More practice: on your own

A group of five dancers moves from a clump to scattered. What might this communicate?

Choose elements to show determination (for example, climbing a mountain). Name at least three.

Two dancers reach toward each other but leave a small gap. Explain what the negative space might mean.

Why is changing several elements usually clearer than changing just one?

Analyse: A soloist does a phrase with music, then repeats it in silence, much slower, with long pauses. What changed and what might it communicate?

Challenge

Plan a dance for four dancers called The Ice Storm. Use at least one formation change, one relationship from the Grade 6 list, and acceleration or deceleration. Explain how each choice communicates.

Your friend's dance about friendship uses only one formation (a line facing front) and the same speed throughout. Give feedback using dance words: one strength and two specific suggestions.

Explain how the same body shape (arms wide, standing tall) could mean victory in one dance and fear in another.

Check your understanding

Quiz

The empty space around and between dancers is called ___.

A curved, natural shape is ___.

Which formation is most likely to show community and equality?

Slowing down gradually is called ___.

Proximity describes ___.

To make a message clearest, a choreographer should ___.

Kneeling uses which body base?

For parents and teachers

Big idea: Students combine the elements of dance in different ways to communicate a variety of ideas (A1.4), analyse, using dance vocabulary, how the elements are used in their own and others' dances (A2.2), and reflect on their strengths and next steps (A2.3).

How to help at home:

Play "element remix": your child does one short phrase several ways, and you guess the feeling.
When watching any dance (a show, a video, a family celebration), ask, "What formation? Are they close or far apart? Speeding up or slowing down?"
Join in for formations: even two or three people can make a line, a clump or a circle.

Safety: clear a space, move breakable things and slippery rugs away, and dance in bare feet or non-slip socks.

Common difficulties:

Changing only speed. Encourage changes in shape, energy and relationship too.
Mixing up positive and negative space. Positive = the body; negative = the empty space around it.
Analysis without links ("they were in a circle"). Ask, "And what did that communicate?"