Laws of Movement

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THROUGH MOVEMENT, students connect the concepts used in dance with Newton’s Laws of Motion. The role of the partner becomes increasingly important. We work through our ideas in small groups.

STUDENTS ARE INTRODUCED to choreography and perform an original piece that uses AB choreographic form and sequence. These next dance activities are more advanced and prepare them for future performances.


STUDENTS SELECT MOVEMENTS and plan combinations of movement sequences. Along with choreographing dance concepts, they need to show Newton’s Laws of Motion in each movement piece.

THEY NEGOTIATE with group members and are poised to make artistic choices for their final performance pieces.

WE COME UP with a menu of movements, as well as options to portray one of Newton’s Laws, specifi cally the fi rst: An object at rest stays at rest, unless acted upon by another force. The students use descriptive words, such as “snake arms” and “leg lunges” to convey a picture of movement. Students choose which particular movements they will use in a sequence lasting 64 counts.


BEATRIZ’S GROUP IS CHOREOGRAPHING a dance sequence that demonstrates Newton’s Laws as well as balance and counterbalance dance concepts. She finds that using her body to create visual representations of the concepts helps her recall specific vocabulary. She records her sequence of movements on a planning form.

JOSHUA DESIGNS ARM MOVEMENTS through his unique artistic process. He chooses the mood, movement, level and tension, and rehearses. He brings his movement to the group and collaborates to create a sequence.

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