Objectives (5 minutes)

1. Understand the relationship between space and dance: students should be able to understand how space influences dance movements, whether in relation to the range of movements, interaction with other dancers or the environment as a whole.

2. Experience different forms of spatial orientation in dance: students should have the opportunity to experiment with different positions, directions, and movements in space during dance. This could include varying movements in the same place, moving around the environment, or orienting themselves in relation to a point or other dancers.

3. Develop spatial perception through dance: in addition to understanding the importance of space in dance, students should also be able to improve their spatial perception, that is, the ability to perceive and interact with the environment around them during dance.

Secondary objectives:

• Promote body expression through dance: while exploring space in dance, students will also have the opportunity to express feelings and emotions through body movements.

• Encourage cooperation and mutual respect: by dancing in groups, students learn to respect each other's space and cooperate so that everyone can move freely.

Introduction (10 - 15 minutes)

1. Review of previous contents: the teacher should start by reminding students about the basic concepts of dance that were discussed in previous classes, such as rhythm, movement, and body expression. This will help establish the basis for the discussion about how space influences dance. (3-4 minutes)

2. Problem situations: the teacher can propose two problem situations to start the discussion:

   a. Imagine you are dancing in a small and crowded room. How can the lack of space limit your dance moves?

   b. Now imagine you are dancing on a large and spacious stage. How can the excess of space influence your dance moves? (5-6 minutes)

3. Contextualization: the teacher can contextualize the importance of space in dance with practical examples. He can talk about how professional dancers need to have good spatial perception to move around the stage without bumping into other dancers, or how choreographers use space to create interesting visual patterns in dance. (3-4 minutes)

4. Topic introduction: to introduce the topic of the class in a fun and engaging way, the teacher can show videos of different types of dance, such as ballet, street dance, contemporary dance, etc., and ask students how they think space is used in each of these dance styles. He can also tell some curiosities about how famous dancers use space in their performances, or how dance can transform a common space into something magical and extraordinary. (4-5 minutes)

Development (20 - 25 minutes)

Theory (10 - 15 minutes)

1. Space in dance: The teacher will begin the theme by addressing the concept of space in dance. This topic will emphasize that space is an integral part of dance and can be used to express different emotions and feelings through dance movements. Engage with the students, ask questions and encourage them to think about how space can be used in dance, both in the classroom and in larger spaces. (3-4 minutes)

2. Use of efficient space: The next topic discusses how to use space efficiently in dance. Different dances require different uses of space. For example, a ballet dancer needs space for jumps and full turns, while a break dancer uses space differently, sometimes dancing close to the ground. Use visual examples to demonstrate this variation. (3-4 minutes)

3. Spatial perception: In the next topic, the teacher will discuss spatial perception. Teach students that spatial perception is the sense and awareness of one's body in space in relation to the surrounding objects. This is an essential skill for dance. Have students move around the classroom to reinforce this theory. (3-4 minutes)

4. Respect for other people's space: Finally, discuss the importance of respecting other people's space in dance, especially when dancing in a group. Explain to children that dance is a form of cooperative expression and that each dancer needs space to express themselves. (1-2 minutes)

Practical Activities (10 minutes)

1. Spatial awareness exercise - Create an impromptu dance space. Ask the students to walk around the space without bumping into each other. Then ask them to try different dance moves without invading each other's space. This will help the students understand the importance of respecting other people's space as they dance. Make an observation, ask how they felt and reinforce the notion of respect for each other's space. (4-5 minutes)

2. Space utilization - Divide the class into small groups. Each group will receive a different amount of space to dance in. Some will have a large space, some a medium space, and some a small space. The goal is to have students experience different ways to use space in their dance. Ask each group questions about their experience and what they learned. (4-5 minutes)

These two practical activities will allow students to apply the theory learned about the importance of space in dance. It's important that the teacher monitors the practical activities, clarifying doubts, providing feedback, and making sure that all students are engaged and learning.

Feedback (10 - 15 minutes)

1. Group discussion (5 - 7 minutes)

   • The teacher will gather all the students and promote a group discussion about the experiences each team had when using different spaces to dance. Students will be encouraged to share how they felt dancing in small, medium and large spaces, and how these spaces influenced their dance moves.
   • The teacher will ask questions to stimulate reflection and participation from all students. Some possible questions would be: "How did you feel dancing in a small space? And in a large space? Did you have to adapt your movements in any way? How?"
   • The purpose of this discussion is to allow students to understand the connection between the space available and the dance, and how it is important to consider the space when creating and performing dance moves.

2. Theory review (3 - 4 minutes)

   • After the discussion, the teacher will review the main concepts discussed in the theoretical part of the lesson, such as the importance of space in dance, the efficient use of space, spatial perception and respect for other people's space.
   • The teacher will ask questions to check if the students understood these concepts and were able to apply them during the practical activities. Some possible questions would be: "Were you able to perceive the importance of space in dance? How did space influence your dance movements? Did you have to adapt your movements according to the available space? How?".

3. Individual reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher will ask the students to stop for a moment to reflect on what they have learned.
   • The teacher will ask two simple questions to guide this reflection: "What did you learn today about the relationship between space and dance? How can you apply this learning in your future experiences with dance?".
   • The teacher should emphasize that reflection is an important part of the learning process, as it allows students to internalize what they have learned and make connections with their own experiences.
   • At the end of the reflection, the teacher can ask the students to share their answers with the rest of the class, if they feel comfortable. This will promote a sense of community and encourage students to learn from each other.

Conclusion (5 - 10 minutes)

1. Lesson summary: The teacher should begin the conclusion by briefly reviewing the main points covered during the lesson. This includes the importance of space in dance, how space can be used efficiently, the concept of spatial perception, and the need to respect other people's space when dancing. This will serve to reinforce the concepts learned and ensure that students leave the lesson with a clear understanding of the content presented. (2-3 minutes)

2. Theory and practice connection: The teacher should then explain how the practical activities carried out during the lesson were directly related to the theoretical concepts discussed. For example, the spatial perception and space utilization exercises in dance served to illustrate and reinforce the theory presented. The goal is for students to understand that theory and practice are intrinsically linked and that one complements the other. (2-3 minutes)

3. Supplementary materials: The teacher can then suggest additional materials for students to expand their knowledge on the subject. This could include videos of dances from different styles and cultures, books or articles on the history of dance and the importance of space in dance, and even games or applications that help develop spatial perception. It is important that these materials are appropriate for the age and level of understanding of the students. (1-2 minutes)

4. Importance of the subject: Finally, the teacher should conclude the lesson by explaining how the understanding of space in dance can be useful in students' daily lives. He can mention how spatial perception is a useful skill in many activities, such as sports, games, and even simple tasks like walking or climbing stairs. In addition, he can emphasize how dance, besides being a form of artistic expression, can also be a fun way to exercise and stay healthy. (2-3 minutes)

The teacher should then close the class by thanking the students for their participation and encouraging them to continue exploring and learning about the world of dance.