DANC 280 Theory & Practice of Dance Art and Education Instructor: Dr.

Donna
Dragon
Bridgewater State University 02/20/19

Midterm Exam
Embodying Space: A Creative Dance Exploration
Due: Wednesday, March 20

…the moving/creating experience should function as the center of the dance

curriculum, with other areas of the of the discipline flowing out from this center and
feeding back into the center, thus facilitating a constant enrichment of the individual’s
personal discovery.(Alma Hawkins, 1985, 15)

This midterm exam is an opportunity to explore, examine and express the dance element of
space. The content developed for the midterm will be applied to the Weebly Portfolio as well as
demonstrated in class. Students will join an assigned team member to create a short dance based
on a theme for an assigned specific age group that will use the identified space elements.

Your goals will be (1) to demonstrate your understanding of the Space Element in dance through
embodying the movement in a creative dance for a duet and analyzing the movement and (2) to
demonstrate the skill to develop developmentally appropriate dance based on theme for the
identified age group.

The following teams will collaborate on completing the midterm exam for the identified age
group.

Kara Husselbee & Domonique Aaron Cate Darling & Janel Randolph
5 year olds 7 year olds

Alyssa Dore & Alana Zimmerman Kaylee Lambert & Jordan Smith
6 year olds 8 year olds

I. Content needed:
1. Knowledge of and skill in demonstrating movement in the Space Element including:
a. the dimensions in space
b. the planes in space
c. the cube (diagonals)
d. the icosahedron
e. the Kinesphere (reach space, levels, and approach to kinesphere)
f. the use of pathways

2. Characteristics of the students in your age group

Read the developmental considerations and characteristics for your specific age group in :

Wood, Chip. Yardsticks: Children in the Classroom ages 4-14,Turners Falls, MA: Northeast
Foundation for Children, Inc., 2007.

3. Knowledge of the NCAS standards for your age group.

https://www.nationalartsstandards.org/

4. Knowledge of the Massachusetts Curriculum Frameworks for your age group

http://www.doe.mass.edu/frameworks/current.html
(This will help with identifying themes for your dance.)

II. Creating your creative movement dance

1. a. After reading your materials, choose a theme that is developmentally appropriate for your
age group.
b. Put the information into the lesson template provided.

2. a. Create an age appropriate repeatable creative movement dance that uses the space elements
listed above. The dance will also begin and end with a clear shape of your choice.
b. Describe the order of the movement and the movement of the duet using the space concepts
in the lesson template so that another person could recreate it.

3. a. Video tape your creative dance to post on your Weebly.

4. Prepare to explain and demonstrate the creative movement dance in class on March 20.
The entire midterm explanation and the dance will be no more then 10 minutes.

*This midterm will add to your Weebly and will build on information we are learning in Creative
Dance for Children.

Earning your grade (rubric to be provided):

Students will their grade based upon:
1. The accurate demonstration of the space concepts in the movement.
2. The accurate analysis of the space concepts used in the movement.
3. The developmental appropriateness of the theme of the creative dance.
4. Your professional dispositions and collaborative skills.

Growth Cycle of a Flower

Teacher Names: Date:

Alana Zimmerman and Alyssa Dore 20 March 2019

Developmental Characteristics of the Students Implications for Choices in Relation to the

Creative Dance

Physical: Physical:
● Tasks need slowing down or repeated ● Pause between instruction, evaluate a
practice need for clarification, repeat
● Work in spurts and tire easily movements before moving on
● Enjoy being active ● Take “wiggle breaks” to focus and
(Wood, 2007, 60). increase energy
● Utilize bigger, high-intensity
movements

Social/Emotional: Social/Emotional:
● Ambitious ● Give equal and fair praise to each
● Proud of accomplishments / highly student to reduce the competitive
competitive atmosphere
● Sensitive- severe criticism can be ● Motivate and encourage through
traumatic positive reinforcement and
● Complain frequently / take part in compliments (acknowledge each
teasing and tantrums student’s achievements)
● Need adult understanding ● Alternate partners/groups/placements
● Enjoy working and playing in groups to encourage positive collaboration
● Enjoy individual and group ● Promote partner/small group
responsibility collaboration before learning routine,
(Wood, 2007, 61). bring group ideas to a larger class
discussion
 Cognitive:
● Curious; enjoy discovery, new ideas,
asking questions
● Better understanding of past and present
● Motivated to learn - enjoy the process
more than the product
● Love all forms of art
● Learn best when teachers value efforts
and encourage risk-taking
● Learn from games and songs
● Produce great quantities of work but are
unconcerned with quality
● Enjoy recreating things they saw
(Wood, 2007, 62-63)
In General:
● Capacity for logical thought developing
● Grasp cause and effect of the natural
world
● Begin to understand other points of
view / consider rules and behavior with
greater objectivity
● Assignments must change frequently /
have variation
● Work to understand and order the world
in new ways
● Enjoy range of choices with different
degrees of difficulty
● Practice newly learned techniques from
other curriculum
● Experiment with arts
(Wood, 2007, 57-66)
Cognitive:
● Utilize an inquiry-based approach to
teaching (pause to ask questions
throughout all points of the lesson)
● Evaluate students’ understanding of a
life cycle through question-asking
● Place emphasis on the cycle and not
the flower itself; do not promote
expectations for an end goal (process
versus product)
● Acknowledge and praise students’
individual efforts and risk taking
throughout the process
● Incorporate “guessing games” as a part
of inquiry-based learning throughout
lesson
● Utilize their individual
perceptions/interpretations of a
blooming flower so that they can each
recreate from their own knowledge and
creativity - promote individuality
In General:
● Incorporate logical reasoning into the
exploration of the life cycle of a flower
(ex: where does the flower get its food?
What could cause the flower’s seeds to
be spread around?)
● Incorporate cause and effect concept
into life cycle of a flower (ex: if there
is a big wind storm, what will happen
to the petals of the flower?)
● Do not focus on one concept or
movement for too long - variation in
teaching and instruction keeps interest
and engagement at an optimal level
● Provide range of choices or multiple
ways of doing an action (ex: When
moving like the flower would in the
wind, choose how windy it is outside)
● Experiment with the arts by having the
students draw their perception of a
flower beforehand- lay the foundation
for what is expected and create room

Student Learning Outcomes
(SLOs)
1. Students will clearly
identify and demonstrate
concepts of the dimensions,
planes, cube/diagonal
movement,
icosahedron/transverse
movement, the kinesphere
and pathways in one
cohesive creative dance
sequence.
2. Students will examine and
identify the different stages
and components to the
growth cycle of a flower.
3. Students will clearly apply
the different concepts of
space to represent the
different stages of the
growth cycle of a flower in
one cohesive creative dance
sequence.
for individual interpretation and
creativity
Corresponding National Core Arts Standard(s) (NCAS)
Creating:
1. Explore movement inspired by a variety of stimuli
(music/sound, text, objects, symbols, etc.) and
identify the source.
2. Explore a variety of locomotor and non-locomotor
movements by experimenting with and changing
the elements of dance.
3. Choose movements that express an idea or
emotion, or follow a musical phrase.
4. Depict several different types of movements of a
dance by drawing a picture or using a symbol.
Performing:
1. Demonstrate locomotor and non-locomotor
movements that change body shapes, levels, and
facings. Move in straight, curved, and zig-zagged
pathways. Find and return to place in space. Move
with others to form straight lines and circles.
2. Move safely in general space through a range of
activities and group formations while maintaining
personal space.
3. Modify movements and spatial arrangements upon
request.
Responding:
 1. Find a movement that repeats in a dance to make a
pattern.
2. Select movements from a dance that suggest ideas
and explain how the movement captures the idea
using simple dance terminology.
Connecting:
1. Find an experience expressed or portrayed in a
dance that relates to a familiar experience. Identify
the movements that communicate this experience.
2. Observe illustrations from a story. Discuss
observations and identify ideas for dance
movement and demonstrate the big ideas of the
story.
(NCAS)

Earth and Space Science, Grades ● The “Earth and Space Science” curriculum
PreK-2 (According to framework set by the Massachusetts Department of
Massachusetts Curriculum Elementary and Secondary Education for grades
Frameworks): PreK-2 outlines what students of our focused age
1. Recognize that water, generally learning in their Earth and Space Science
rocks, soil and living classes. This framework aligns with our theme and
organisms are found on the lesson plan, as the growth cycle of a flower relates
earth’s surface. to all 5 main points provided by MassDoe.
2. Understand that air is a
mixture of gases that is all
around us and that wind is
moving air.
3. Describe the weather
changes from day to day
and over the seasons.
4. Recognize that the sun
supplies heat and light to
earth and is necessary for
life.
5. Identify some events
around us that have
repeating patterns,
including the seasons of the
year, day and night.
(MassDoe)
 Resources/Materials/Technology/Tools/Pre-Preparation Needed (Includes Props )

For our background music, we will be utilizing our phones which have the music saved onto
them and a portable bluetooth speaker (incase we are not provided with one) so that we can play
the music out loud to the class. As a backup, the music is also uploaded onto YouTube, and can be
accessed online through our phone or a classroom computer. We also provide the option of
utilizing scarves to represent the colorful pedals as they bloom through the growth cycle of a
flower.
Link: https://www.youtube.com/watch?v=2-YH_SbnDHs&feature=youtu.be

Music, Sound and/ or Silence

What is the choice? and, Why this choice for this dance and this age group?

The music being utilized for this lesson is a custom-made soundtrack that incorporates different
background sounds (soil digging, water trickling, wind blowing, etc.) that correspond directly to
each movement sequence in our dance. Our choice to develop a custom-made soundtrack with
specific noises stems from the cognitive development characteristic of 6 year-olds that states they
learn better with songs or games. Creating a “song” with such structure allows the students to
maintain some level of freedom and creativity while simultaneously staying on track with timing
and performing the steps in the correct order. Additionally, having background noises of digging
soil with a shovel, water running and wind blowing enhances the level of imagery for the
students’ experience, allowing them to further connect the theme to each individual movement.

A Creative Movement Dance Based on Space

Space Element(s) Focused Description of Content of the Creative Dance Time

on in chronological order (Another teacher could recreate it from the
description.)

Beginning Shape: Students begin in an asymmetrical shape, shown by 0:01

“holding planting equipment in both hands” as they
prepare to plant a flower.

Asymmetrical Shape: shapes are different on either

side down the midline of the body.
Planting/Watering: Students move along a curved pathway while 0:03-
demonstrating the act of “searching for a spot in their 0:10
1. Curved Pathway garden to plant their flower seed.”

Curved Pathway: a pathway of movement through

the general space that uses an arc, bend or curve.

Planting/Watering: Students move along a linear pathway while 0:11-

demonstrating the act of “digging up the soil with a 0:14
1. Linear Pathway shovel.”

Linear Pathway: a straight pathway of movement

through the general space.

Planting/Watering: Students move along a zig-zag pathway while 0:15-

demonstrating the act of “planting/spreading out the 0:22
1. Zig-Zag Pathway seeds along the soil.” Students utilize their near-reach
2. Near-Reach Space space while spreading out the seeds.

Zig-Zag Pathway: a pathway of movement through

general space that creates sharp edges or angles.

Near Reach Space: closest distance that you can

reach to in relation to the body.

Planting/Watering: Students move along a random pathway while 0:23-

demonstrating the act of “watering the seeds with a 0:31
1. Random Pathway watering can.”

Random Pathway: a pathway of movement through

general space that combines all other pathway
concepts to create an original path.

Growing: Students move within sagittal dimension to represent 0:32-

“the roots growing outward from the planted seed”; 0:34
1. Sagittal Dimension this is shown through arm and leg movements that
2. Low Level extend forward and backward from the center of the
body. The students are on a low level to represent
being planted within the soil.

Sagittal Dimension: 1 spatial pull per place in space

in the dimension; front (forward) / back (backward).
 Low Level: movement or positioning that takes place
on the floor level.

Growing: Students move within the horizontal dimension to 0:35-

represent “the leaves growing and extending outward 0:37
1. Horizontal from the stem”; this is shown through arm and leg
Dimension movements that extend to the right and left sides
2. Middle Level while the body remains non-locomotor. The students
are on the middle level to represent the flower
beginning to grow from the ground upwards.

Horizontal Dimension: 1 spatial pull per place in

space in the dimension; side (right) to side (left).

Middle Level: movement or positioning that takes

place halfway between the low and high levels.

Growing: Students move within the vertical dimension to

represent “the stem growing and extending upward 0:38
1. Vertical Dimension from the stem”; this is shown through the extension of
2. High Level the arms above the head within the vertical dimension.
3. Far-Reach Space The students are on the high level to represent the
flower stem extending upwards toward the sky as it
grows. The students are utilizing far-reach space as
they reach upward above their heads.

Vertical Dimension: 1 spatial pull per place in space

in the dimension; up (high) / down (low).

High Level: movement or positioning that takes place

while reaching or aiming upwards.

Far-Reach Space: farthest edges to which our bodies

can extend.

Developing: Students utilize the transverse approach to kinesphere

to represent “the roots beginning to spread out and
1. Transverse grow stronger”; this is shown as students move their 0:39-0:43
Approach arms and legs throughout the area between their
2. Mid-Reach Space bodies and the edges of their kinesphere. Students
utilize mid-reach space in order to further demonstrate
the growing and strengthening of the roots.
 Transverse Approach to Kinesphere: movement
that defines the area between our bodies and the edges
of the kinesphere; about our relationship with space
and ourselves.

Mid-Reach Space: distance you can reach halfway

between the farthest edge of the kinesphere and the
body.

Developing: Students utilize a central approach to kinesphere to

represent “water dispersement through the stem into 0:44-0:47
1. Central Approach the leaves”; this is shown through movement of the
arms and legs that moves into and away from the
center of the body.

Central Approach to Kinesphere: movement that

moves into and away from the core of the body;
bridges us from self to world/others.

Developing: Students demonstrate diagonal movement within the

cube to represent “petals forming and growing in all 0:49-0:59
1. Cube directions from the center of the flower”; this is
shown as students extend their arms to 8 different
corners of the cube in the diagonal cross of axes.

Cube: crystalline structure formed by connecting the

different 3-dimensional diagonals on the periphery.

● Left/front/high
● Right/back/low
● Right/front/high
● Left/back/low
● Left/front/low
● Right/back/high
● Right/front/low
● Left/back/high

Developing: Students utilize the peripheral approach to kinesphere

to represent “the petals of the flower fully blooming”; 1:00-1:04
1. Peripheral this is shown as the students extend their arms and
Approach move to create outer edges/boundaries.
 Peripheral Approach to Kinesphere: movement that
happens which creates the outer edges of our
kinesphere; creates edges/boundaries.

Wind Blowing: Students move within the sagittal plane to represent

“the flower blowing in the wind”; this is shown as the 1:05-1:09
1. Sagittal Plane students move their limbs and body forward/backward
and up/down simultaneously.

Sagittal Plane: primary pull is forward/backward and

secondary pull is up/down; utilizes central and
peripheral movement.

**Note: build off of knowledge of sagittal

dimension**

Wind Blowing: Students move within the horizontal plane to represent

“the flower blowing in the wind”; this is shown as the 1:10-1:15
1. Horizontal Plane students move their limbs and body side to side and
forward/backward simultaneously.

Horizontal Plane: primary pull is right side/left side

and secondary pull is forward/backward; utilizes
central and peripheral movement.

**Note: build off of knowledge of horizontal

dimension**

Wind Blowing: Students move within the vertical plane to represent

“the flower blowing in the wind”; this is shown as the 1:16-1:21
1. Vertical Plane students move their limbs and body up/down and side
to side simultaneously.

Vertical Plane: primary pull is up/down and

secondary pull is side/side; utilizes central and
peripheral movement.

**Note: build off of knowledge of vertical

dimension**
 Wind Storm: Students move within the form of an icosahedron in
order to represent “the flower being blown harshly in 1:22-1:28
1. Icosahedron a windstorm”; this is shown as students use transverse
movement to move randomly through all 3 planes in
space.

Icosahedron: crystalline structure formed by

connecting all points in space on the planes;
movement is transverse and alternates between 2 and
3 dimensions.

**Note: build off of knowledge of planes and curved

pathways**

Ending Shape: Students end in a symmetrical shape (legs outward in

second position, arms open to second position from 1:31
high fifth) to represent a grown flower in full bloom.

Symmetrical Shape: mirrored shapes on either side

of the midline of the body.

Bibliography

Massachusetts Department of Elementary. (n.d.). Current Frameworks. Retrieved from

http://www.doe.mass.edu/frameworks/current.html
What Are The National Core Arts Standards? (n.d.). Retrieved from

https://www.nationalartsstandards.org/content/national-core-arts-standards

Wood, Chip. “Developmental Considerations.” In Yardsticks: Children in the Classroom ages

4-14, Turners Falls, MA: Northeast Foundation for Children, Inc., 2007.