Appendix A
The Elements of Dance

The elements of dance are the ingredients of dance. Often, one or two elements predominate in a dance, but all the elements are present. The different ways of combining and using the elements determine the expression of the dance, just as re-ordering words in a sentence changes the meaning of the sentence. The elements of dance identified in the dance program are based on the movement theories of Laban (1975), and the later work of Preston-Dunlop (1980a, 1980b) and Boorman (1969). The elements are described below.

Actions Actions are what the body is doing. By finding out, through movement explorations, what the body can do and by expanding the body's abilities, students build a "bank" or repertoire of movements they might use in their dance creations. This "bank" is called a movement vocabulary. A rich movement vocabulary increases the capacity to express through dance. Actions can travel (locomotor) or move on the spot (non-locomotor). They fall into the following categories: travelling, stillness, gesturing, jumping, falling, turning, twisting, contracting, expanding and transferring weight. The following is an action word list (by no means complete): run skip swing leap gallop slide roll bend flee dart float soar wobble spring vault perch settle pause hold freeze kick punch flick shimmy quiver tremble wiggle twitch flap jerk stamp jab inflate grow expand rise extend spread swell open close shrink shrivel wither dwindle collapse squeeze crumple melt drip creep bound balance listen shiver vibrate stretch explode sink lower Students in the middle years will: continue to explore a range of movements challenge and commit themselves physically in all their movement experiences expand and increase the complexity of their movements and refine their repertoire of movements (movement vocabulary), with attention paid to the clarity of their movements increase their abilities to fall, turn, balance and jump.

The Body The body is the instrument of dance. Just as a painter paints with a brush, in dance it is through the body that movements appear. Therefore, students need to have knowledge about their body and its potential for movement. Awareness of the body is encouraged in the dance curriculum by learning about the following body concepts: The whole body Body parts - head, arms, hands, legs, feet, torso, elbows, wrists, shoulders, hips, knees, ankles Body zones - body areas of front, back, left side, right side, upper half, lower half Body bases - whatever supports the rest of the body; for example, when standing -- the feet, when kneeling -- the knees. In the middle years, students will reinforce their understanding of their body as their instrument of dance. Middle years students will: explore and use a variety of whole body and body part actions, body bases and body zones in their dance experiences work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc. continue to use knowledge of their body to increase the clarity of their movements in all their dance experiences explore and develop understanding of the range and function of their body parts; for example, the range and function of their joints continue to challenge and extend their bodies' cardiovascular abilities, flexibility, strength, balance and co-ordination.

Relationships To what or to whom describes the relationship. It is the correspondence or connection between things, be they dancers to each other, dancers to objects or a dancer's body parts to each other. In the middle years, students will continue to explore the relationships of connecting, leading, following, meeting, parting, near, far, passing by and surrounding. In addition, students in the middle years will: demonstrate co-operation and increased ability to work effectively in large and small groups collaborate in large and small groups to create dance compositions explore various configurations of relationships when working as a group; for example, unison, canon, in contrast, in various formations respond spontaneously with or in reaction to others when improvising explore moving in relation to a prop or object make connections between relationships and expression.

Dynamics Dynamics describe how the body moves. It is an umbrella term and includes the factors which gives movements various qualities. Therefore, dynamics is the element which gives dance its expressiveness. Awareness of dynamics is encouraged in the dance curriculum by learning about the following dynamic concepts: Duration - the length of time needed to do a movement; duration is on a continuum of very short to very long Energy - the muscular tension used to move; energy is on a continuum of a little to a lot Even rhythm - movements of equal duration; for example, walks Uneven rhythm - movements of unequal duration; for example, skips Quality - characteristics of a movement; for example, strong or light Speed - velocity of movements; speed is on a continuum of very slow to very fast Time signature - a symbol that denotes a metric or measured rhythm; for example, 3/4 or 4/4. Students in the middle years will continue to explore the dynamic concepts of energy, movement qualities, time signature, duration and speed. Middle years students will: develop their understanding of how changes in dynamics affect the expressiveness of movements continue to explore and experience a variety of rhythmic patterns, both metric and non-metric, in their dance experiences explore movements that work consciously with, without or against the underlying beat of the accompaniment discover that when they are moving without meter, some other cues must be used as an organizer of duration understand that changes in time signature produce qualitative changes in the movements understand why choosing music to accompany a dance must be a careful decision accompany their own or another's movements using vocal sounds, words, chants, percussion instruments, etc. explore movements with various combinations of the movement qualities of weight, time and flow, and make connections to the expressive potential of the movements develop a wider range and increased clarity of the movement qualities of weight, time and flow in order to create subtle distinctions of expression continue to explore and refine their use of energy in all their dance experiences.

Space Space is where the body moves. It is the medium of dance. As dancers move through space, their bodies create patterns on the floor and in the air. These spatial designs are an integral part of dance, giving dancers a purposeful reason for moving. At this level, students should understand the concepts of personal and general space. They should have confidence in their use of directions, levels, pathways and size in space. Clarity of body shapes, with an awareness of their body parts to each other, should be evident when moving through space and in stillness. As well, students should be paying attention to the pathways traced in the air by their body parts. Awareness of space is encouraged in the dance curriculum by learning about the following space concepts: General - the dance area space Personal - the space reached while stationary space Directions - forward, backward, sideways, upward or downward Focus - where the eyes or the intention of the movement is directed Levels - high, middle and low or deep Pathways - the patterns or designs made in the air or on the floor by the person's movements; pathways appear as straight lines, curved lines or combinations of straight and curved lines Shape - the design of the body's position Size - the magnitude of the body shape or movement; size is on a continuum of small to large. Middle years students will continue to explore the space concepts of directions, focus, levels, shape and size. In addition, students in the middle years will: make connections between space and the expressive potential of movements extend their ability to use the whole body to clearly articulate spatial designs and pathways understand that focus involves using the whole body to direct attention toward and influence the expression of their movements understand that focus is not only outwards but might be inwards toward the body recognize that personal space may be perceived as positive or negative.