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Lesson: Integrating Dance into Science

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Lesson Objective

Participants will explore practical applications and example lessons of dance integrated into science

Dance Concepts

The following are the dance concepts most commonly or naturally integrated into science courses. However, this list is not exhaustive. As covered in Unit 2, you should now understand the scope of dance as well as have access to the standards if you would like to explore other connections.

DANCE ELEMENTS
There are five elements: Body, Action, Space, Time, Energy (B.A.S.T.E.) that can serve as lenses to help students analyze, discuss, manipulate, and create movement. Each category describes who is dancing or what is moving (body), what they are doing (action), where they are in relation to others or their surroundings (space), when they are moving or for how long (time), and how they are moving or the quality of movement (energy).

Perpich Center for Arts Education, & University of MN Dance Program. (2018). The Elements of Dance. Retrieved from https://www.elementsofdance.org/
Perpich Center for Arts Education, & University of MN Dance Program. (2018). The Elements of Dance. Retrieved from https://www.elementsofdance.org/
  • Science Applications: As a non-dance teacher, you should not feel the need to teach dance elements as a broad concept, or feel like you need to integrate all five elements. In science, typically teachers focus on actions, space, time, and/or energy. More specifically this discipline, energy is a great dance element that can be used to physically manifest invisible forces in natural sciences. Also, certain semi-advance actions, like jumping and turning, demonstrate the clear use of physics in dance. As you will see in examples below, all of these elements can have numerous applications for science teachers of every grade level or demographic.
    • Actions: Students can practice different types of movements that allows them to experience the mobility of their bodies as well as movement that can represent various scientific concepts. Examples of different actions include jumping, turning, locomotor (traveling), open/close movements, rise/sink, stretch/bend, etc. ~ See Elements of Dance chart above for more
    • Space: Students can practice movement in different ways that allows them to visually and physically experience space in a 3-dimensional way. Examples of different space concepts include size of shape or movement (small/large), direction (upward/downward), or concept of negative space. ~ See Elements of Dance chart above for more
    • Time: Students can practice movement at different speeds. Examples of different time concepts are fast/slow (speed) or brief/long (duration). ~ See Elements of Dance chart above for more
    • Energy: Students can practice movement with different qualities or that represents various scientific concepts. Examples of different energy qualities include force (strong/gentle), weight (heavy/light), or flow (bound/free) ~ See Elements of Dance chart above for more
  • NCAS Artistic Process: Dance element concepts can be developed into activities that facilitate creating, performing, responding, and connecting. With more space for movement activities, students can practice and choreograph movement according to different elements. At a desk, students can view dances and discuss the connections between the video and related science concepts.
  • Note: Depending on your resource on Dance Elements you may see only three or four elements listed. Sometimes the terminology also varies (example: "Energy" may be labeled as "force" or "effort")
Here is a quick video on Dance Elements if you are still unsure about this dance concept.
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ANATOMICAL PRINCIPLES

https://www.pinterest.com/pin/245446248424619160/
https://www.pinterest.com/pin/245446248424619160/

Naturally, like all physical activities, dance can provide a great opportunity to learn more about the anatomy and physiology of the human body. Dancers are acutely aware of how the skeletal, muscular, and vascular systems work separately and harmoniously to coordinate complex movements.

  • Science Applications: Anatomical principles can be taught explicitly during biology units on the human body. Dance in general, is an easy and safe way to incorporate more movement into your content-specific lessons.
  • NCAS Artistic Processes: Anatomical principles are probably best developed into activities that facilitate performing experiences. Ideally with more space for movement, students can experience the potential and function of their bodies. However, at a desk, students could possibly also complete connecting activities while watching videos or discussing.

Examples

Creative Dance Integration | BYU by Erika Cravath
These lessons are great examples of dance and science fully integrated for elementary grade levels. They all connect well to all for NCAS artistic processes and allow for plenty of movement.

  • Science: Winter Weather ~ Grades 2-3 ~ 1 Class Period: Students learn how to demonstrate weather patters by practicing guided improvisation movement with different movement qualities (energy). They do this by exploring and performing different descriptive movements (actions).
  • Science: States of Matter ~ Grade 5 ~ 1 Class Period: Students learn to understand states of matter and physical vs. chemical changes by complementing movement problems around traveling (actions/space) at different speeds (time). Through these guided improvisations, students connect speed of liquid atoms (average locomotor movement) to gas atoms (quick locomotor movement). Then they work in groups to choreograph phrases that relate to states of matter.

Science Class Gets Its Groove On | Dance Teacher by Kasha Patel
These lessons are also great examples of dance and science fully integrated for the younger grade levels. Each includes clear activity outlines, assessments, and differentiated approaches.

  • Water Cycle ~ Grade 3 ~ 1 Class Period: Students learn to understand the sequence of the water cycle while completing a guided improvisation. They create and practice movement that represents key elements of the water cycle (energy) and repeat the sequence of movement.
  • Skeleton/Anatomy ~ Grade 2 ~ 2 Class Periods: Students learn to understand the role of bones, muscles, and joins in movement while completing a guided improvisation. They practice different shapes and movements (actions) as they reflect on the role of their muscles and joints.
  • Insect Metamorphosis ~ Grade 2 ~ 1 Class Period: Students learn about the life cycle of a honeybee while completing a movement sequence that demonstrates the different stages. They perform different shapes (actions) at different levels (space).

Collaborate

Click here to join our Collaboration Nearpod (with code CPGLM) and respond to the question: How do you plan to integrate dance into your classroom? -- After reviewing these applications and examples, describe a content topic that interests you.

Your contributions will be public to any other participants in this course. Feel free to peruse other responses.

Additional Resources

  • Georgieva, E. B. (2013) | This undergraduate thesis analyzes the constant connections between science and dance, not just in education, but also in research. In many ways, science informs dance and dance informs science. Including many examples of choreography based around advance scientific concepts, this thesis demonstrates how valuable these two disciplines can be when interwoven.

References

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