This activity allowed for class engagement and was a fun activity. Students were thinking about the language connections and applying them to the dance principles. This activity would demonstrate body and space, as students had to be aware of where they were moving their bodies and how the action corresponds with the verb.

This strategy helps students develop spatial awareness, teamwork, and emotional expression, while also deepening their connection to cultural or historical narratives through dance.

1.What people move? (e.g., the whole body, parts of the

body)

2.How people move? (e.g., effort, time, weight)

3.Where people move? (e.g., personal space, general space)

Each aspect can be taken separately or studied as a whole

His theory discusses, Body, Effort, Space, and Shape.

I really enjoyed this activity as we got be creative and learn about life cycles at the same time. My group was able to collaborate really nicely and provide each other ongoing feedback as we created the movement sequence.

For this activity, Cassandra and I were partners. We numbered ourselves one and two. Number one first would would start creating shapes and movements with their body and number two would mimic this. After a certain amount of time we would switch. This activity was fun and allowed for full focus as you had to carefully watch your partner.

A2.1 Construct personal interpretations of dance pieces that depict stories

and themes and explain these interpretations, using dance.

Grade 6 Language Arts:

Writing 2.5 Identify a point of view and other possible points of view;

determine if their own point of view is supported by evidence; adjust

thinking and expression if needed (i.e., revise writing.

During the week 1 class we completed a beach activity, where students selected a shell which represents them. In small groups we created movement sequences using the wave strategy. This strategy has student use their selected movement that embodies a word they think about when they see, and feel their shell.

In our class we formed a clump, the whole group faced one direction whole one person led a movement. Everyone copies the flow of that movement. One group did a really great job moving as one.

In our class we split into two groups and had one volunteer lead the entire other group. I think this activity is very interpretive as the followers can take a multitude of direction when following the leader.

I overall really enjoyed this connection within our dance class and thought it introduced news way of teaching the content.

A1.1 translate into dance a variety of movement sequences observed in nature

also grade 6 dance expectation

A2.2 Analyse, using dance vocabulary how the elements of dance (specifically space) are used in their

own and others’ dance pieces and explain how they help communicate messages and ideas.

Grade 6 Science:

Understanding Earth and Space Systems

3.1 identify components of the solar system, including the sun, the earth, and other planets, comets,

asteroids, and meteoroids, and describe their physical characteristics in qualitative terms.

Students are taking topics like space and translating it into movements. This activity forces students to think outside of the box and use their reasoning skills to create words and movements which directly connect to ongoing teachings

Every time I have ever taught dance I am counting the music and considering the symmetry within a piece. I personally believe there are so many connections between dance and math.

1.  Get to know students. Aim to be socially, emotionally, and politically comprehensive.

2. Build long-term academic achievement and social empowerment for marginalized 

students by setting high expectations for students.

3.  Recognize and honour diverse cultural competence and cultural practices by engaging in cultural experiences.

4.  Validate every students’ culture by bridging gaps between home and school.

5. Transform schools and societies by developing a sociopolitical consciousness, including understanding and critiquing social inequities.

6.Introduce anti-oppressive and liberating educational practices and ideologies within schooled settings.

A2.1 Construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or world (e.g., creating dance pieces on natural disasters, homelessness, poverty) and communicate responses in a variety of ways (e.g., through writing, class discussion, drama).

Grade 7 Geography: 

A2.1 formulate questions to guide investigations into the impact of natural events (and/or human activities) that change the physical environment, ensuring that their questions reflect a geographic perspective.

Integrating dance and social studies allows students to explore real-world issues through both movement and inquiry, deepening their understanding of complex topics like natural disasters, poverty, and human impact on the environment. Through choreography, students embody historical events, cultural traditions, and social challenges, making learning more engaging and memorable. This interdisciplinary approach fosters critical thinking, empathy, and creativity, helping students connect emotional expression with factual analysis for a richer educational experience.

For example, the Grade 7 Dance Curriculum (A3.1) encourages students to describe and explore dance forms from diverse cultures, including Indigenous dances such as the Jingle Dress Dance, Hoop Dance, and Powwow styles. These dances embody spiritual, social, and healing purposes, aligning with Indigenous worldviews that see dance as a way to honor ancestors, express identity, and maintain well-being.

Additionally, the Ontario Social Studies Curriculum (Grade 7, B3.2) highlights Indigenous ways of knowing, including oral traditions, symbols, and storytelling—all of which are deeply connected to dance. By incorporating Indigenous dance traditions, Ontario schools promote reconciliation, cultural appreciation, and respect for Indigenous knowledge systems.

• Connection to Curriculum: Grade 7 Dance (A1.1 - Creating movement sequences to express a message) & Social Studies (B3.1 - Understanding oral traditions and cultural expression).

• Activity: Students learn about the Hoop Dance, a storytelling dance practiced by many Indigenous nations, including the Haudenosaunee and Anishinaabe. Using hula hoops or imagined props, they create their own movement sequences to tell a story, inspired by themes of transformation, nature, and identity. After performing, students discuss how dance conveys meaning without words, much like Indigenous oral storytelling.

This activity helps students engage with Indigenous culture, traditions, and history while developing movement skills and creativity.

• This non-fiction book follows a Canadian Indigenous family as they travel across the country participating in powwows. It highlights Indigenous dance, regalia, and cultural traditions in a Canadian context.

Storytelling dance allows students to express personal or historical narratives, such as the journey of immigrants or the resilience of Indigenous communities.

Flocking, where students move in unison while shifting leaders, symbolizes themes of migration, adaptation, and collective strength.

Improvisation encourages students to explore emotions tied to displacement, belonging, and reconciliation, using guided prompts to create expressive movement sequences.

By incorporating Indigenous dance forms or cultural dance traditions from immigrant communities, students develop a deeper, embodied understanding of these important social themes.

When considering my future teaching I hope to bring in First Nation Indigenous Peoples to help with my teachings. In dance it is important to use the resources available to you, so I think having outside voices within the classroom would be extremely beneficial. I could additionally send letters home to students to see if any of their family members have dance experience and would be willing to volunteer.