Objectives (5 - 10 minutes)

1. Understand the concept of space in dance: The teacher should explain why space is crucial in dance and how it influences dance movements. Students will be encouraged to observe and understand how space is used in different forms of dance.

2. Analyze the influence of space on dance movements: After the introduction of the concept, students will be encouraged to observe how space interferes with dance movements. Practical demonstrations with different choreographies will be made to illustrate how space is used.

3. Experiment with different spatial orientations in dance: Finally, students will be invited to experiment with different forms of spatial orientation. They will be encouraged to explore how different spatial configurations can alter the way movements are executed and perceived. This will be a practical moment where students can move freely through space, experimenting with different forms and orientations.

Introduction (10 - 15 minutes)

1. Review of knowledge: The teacher should remind students of some basic dance concepts, such as rhythm, melody, and body movements. Students may be asked if they remember any dance they have learned, whether at school, at home, or at an event. Students may be invited to describe the movements and music of that dance.

2. Problem situations: The teacher can propose two situations to the students:

   • What would it be like to dance in a very small space, like a shoebox? What movements would be possible and which would not?
   • And if we were dancing in a very large space, like a soccer field? How would that change the movements?

3. Contextualization: The teacher can explain that dance is a form of expression used in many cultures around the world. The space in which the dance is performed can change many things, such as the movements that are possible, how the dance is viewed by the audience, and the feeling that the dance gives to those performing it. The teacher can give examples of how different cultures use space in dance, such as in circular dances in some African cultures or in line dances in some Western cultures.

4. Curiosities:

   • The teacher can mention that in some cultures, dance is used to tell stories. The space in which the dance takes place can be used to represent different parts of the story. For example, dancers may move from one side of the space to the other to show a journey or change of place in the story.
   • The teacher can also talk about modern dances, such as flash mobs, where a group of people performs a coordinated dance in a public space, surprising the people around. In this type of dance, space is very important, as it is part of the surprise.

Development (20 - 25 minutes)

Activity 1: "Dance of Spaces"

This activity encourages the exploration of space in dance in a playful and creative way.

1. Organize students in a large circle in the center of the classroom or in an open space.

2. The teacher should take a box of various sizes (which will be previously prepared) with papers inside describing different space scenarios (for example, "Dance as if you were in a tight cube", "Dance as if you were in a forest", "Dance as if you were in an open field", etc.).

3. A student will be selected to pick a paper from the box and read it aloud to the class.

4. All students, including the teacher, will have to dance according to the space scenario read.

5. This will stimulate spatial awareness and illustrate in a practical and fun way how dance can change and adopt different forms depending on the space.

Activity 2: "Spatial Challenge"

This activity helps students understand how space constraints can influence dance movements.

1. Divide the class into small groups (2 to 4 students) and provide each group with some pieces of cardboard or mats that will serve as their "stages".

2. The teacher will set a spatial limit for each "stage" (for example, the size of a piece of cardboard, the area of a small mat).

3. Then, each group will have to create a small dance that must take place entirely within the limits of their "stage". The challenge is that all group members have to participate in the dance, so they will have to find a way to move and dance together in the restricted space, putting into practice the concepts of space in dance.

Activity 3: "Formation of Figures"

This activity involves creating shapes and figures using the body and space.

1. The teacher will divide the students into groups of 3-4 people, and each group will be given specific formations to make (for example, a square, a triangle, a serpentine line, etc.).

2. Each group will have to work together to create the shape using their bodies and movements.

3. Once each group has formed its figure, they will have to realize how this affects their dance movements.

4. To increase complexity, the teacher can instruct students to switch formations in the middle of the dance. This will make students adapt and gain a better understanding of the interaction between danced movement and space.

The above activities are suggestions; the teacher can choose the one that best suits the pace and level of the students, or even adapt the activities to fit the class. Each activity has a flexible duration, but it is expected that the chosen activity should fill a larger part of the development time, which is between 20 to 25 minutes. Students should be encouraged to discuss and reflect on their experiences after each activity to consolidate their understanding of the concept.

Return (10 - 15 minutes)

1. Group discussion: The teacher should gather all students in a circle for a group discussion. Each group should share their experiences and findings during the activities. Students should be encouraged to describe how they felt the space affecting their dance movements, what the difficulties were, and how they overcame these difficulties.

2. Connecting practice with theory: After the discussion, the teacher should revisit the theoretical concepts discussed at the beginning of the class. He should highlight how the practical activities helped to better understand these concepts. For example, how dancing in a restricted space in the "Spatial Challenge" activity illustrated the impact of space on dance movements, or how forming figures in the "Formation of Figures" activity demonstrated the relationship between space and danced movements.

3. Individual reflection: To conclude the class, the teacher should propose that students reflect on what they have learned. He can ask two simple questions and give a minute for each student to think about their answers. The questions can be:

   • What did you learn today about how space affects dance?
   • How can you use what you learned today the next time you dance?

4. Sharing reflections: After individual reflection, some students may be invited to share their answers with the class. This will help consolidate learning and allow students to learn from each other.

5. Closure: The teacher should end the class by thanking the students for their effort and participation. He can encourage them to continue exploring space in dances and to think about how space affects other aspects of their lives.

Remember that the goal of this lesson plan is to help students understand how space in dance influences movements, and we hope that, with practical activities, discussions, and reflections, they have gained a deeper understanding of this concept.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher should briefly recap the main points of the class, reminding students about the importance of space in dance and how it influences dance movements. He should emphasize the different ways in which students explored space during the class, including dancing in different spatial scenarios, creating dances in restricted spaces, and forming figures using the body and space.

2. Connection between Theory and Practice: The teacher should explain how the practical activities carried out during the class are directly related to the theoretical concepts discussed at the beginning. This helps solidify students' understanding of the subject and see the relationship between theory and practice.

3. Extra Materials: To encourage autonomous study and deepen students' knowledge on the subject, the teacher can suggest some extra materials for study at home. This may include videos of different types of dances practiced in different spaces, books or articles on the history of dance and the use of space in dance, and even interactive games that encourage space exploration.

   • Cultural dance videos
   • Dance documentaries
   • Children's books about dance
   • Online dance games that allow space exploration.

4. Importance of the Subject: Finally, the teacher should emphasize the relevance of the class topic to students' daily lives. He can explain that although we are specifically talking about space in dance, spatial awareness is a valuable skill in many aspects of life, from motor coordination to self-perception in relation to the world around. Additionally, he can encourage students to apply what they have learned in the class in their daily activities, whether dancing at home, playing with friends, or participating in sports activities.

Remembering that the conclusion is an important part of the class, as it helps consolidate learning, encourages reflection and autonomous study, and helps students see the relevance of what they have learned. Therefore, it is important to dedicate an adequate amount of time to this part of the class.