In elementary school physical education, breadth and variety of learning activities is essential for students’ fundamental movement skill development (e.g., locomotor, balance, and stability). To help support their physical literacy journeys, K to 6 students require countless learning opportunities through various dimensions of physical activities (e.g., dance, alternative environment activities, and games). In this article, we have chosen to focus on one such dimension: dance.
Photo Credit: Marko Tukiainen Photography
Along with adding to the breadth and variety in physical education, teaching dance serves incalculable purposes. While engaging in dance activities—when simultaneously listening to music, moving their bodies, and connecting their learning to other knowledge domains—students are afforded opportunities to:
• develop a sense of balance, rhythm, and time;
• elevate levels of problem-solving and higher-level thinking skills;
• enhance creativity and levels of coordination and communication;
• respond to external stimuli;
• engage in cross-curricular connections (e.g., connecting dance with mathematics);
• develop physical literacy assisting in lifelong physical activity.
For effective dance lessons, a few teaching considerations include understanding student knowledge and skill level; establishing a safe learning environment (e.g., physical, emotional, mental); selecting developmentally appropriate music (e.g., cultural), accompanying equipment (e.g., ribbons) and stimuli (e.g., partners); and organizing the learning environment’s set up (e.g., space) and whether the students will dance individually, in small groups, or in one large group. Ultimately, the type of dancing (e.g., cultural dance, line dance, creative movement, ballet) and the music selection will help a teacher set up a dance lesson when thinking about these teaching considerations. For this article, we have chosen to focus on a type of dance and music that has a rich history connected to a vibrant and artistic movement style: Hip Hop.
A Brief History of Hip Hop
Hip Hop is an artistic and cultural movement that traditionally includes elements such as DJ-ing, rapping, and breaking (Banes, 2004; Johnson, 2011; Sciullo, 2019). Hip Hop started in the 1970s by African, Caribbean, and Latin American youth who showcased their unique movements and rhythms on the streets of Bronx, New York, USA (Banes, 2004; Johnson, 2011). What started as community gatherings on the streets quickly grew in social significance and popularity and is now found through various forms in different settings, such as competitions, theatre stages, movies, and even in the Olympics!
Note: When teaching Hip Hop dance, video can help support student understanding pertaining to physical characteristics of the dance form and the sociocultural side of breaking in the Olympics.
So, How Does Breaking Work at the Olympics?
https://www.youtube.com/watch?v=giJeuF5TSNQ
As a vibrant dance and movement style, Hip Hop belongs under the umbrella of street dance. Common characteristics of Hip Hop movements include bounces, isolations, fast footwork, freezes, and freestyling (i.e., improvisation). Typically, these movements are closely connected to the beat of the music. As an outlet for individual storytelling, Hip Hop values originality and individual innovation— illuminating its effectiveness as a learning activity in physical education. There is always space and freedom to learn, grow, and express in Hip Hop.
Teaching Considerations for Hip Hop Dance
The lesson structure shared in this article loosely follows Anne Green Gilbert’s Brain-Compatible Dance Education (BCDE; Gilbert, 2015; Gilbert 2019), a teaching methodology that encourages the development of movement skills, critical thinking, innovative creation, and respectful collaboration. Gilbert’s BCDE builds on student knowledge by alternating between teacher-led (e.g., skill development) and student-directed activities (e.g., improvisation, collaboration), which affords students with opportunities to build knowledge and develop new skills (e.g., fundamental movement, communication, social), but also to apply what they have learned and further explore through their creativity.
Student Benefits from Hip Hop Dance Activities
In addition to the information shared earlier in this article, the following is a brief list of student benefits when engaged in Hip Hop dance activities.
• basic fundamental movement skill development in general space (locomotor movement) and personal place (stillness/non-locomotor movement);
• body awareness and spatial awareness through isolations and moving throughout the space;
• rhythm as a transferable skill (e.g., used in many other physical activities, in music);
• communication and leadership skills through creative collaboration;
• emphasis on creativity and individuality, which contributes to developing physical literacy, self-awareness, confidence, etc
Suggested Musical Selections for Teaching Hip Hop Dance
To conclude, we would like to share a few musical selections for teachers to use as a starting point for their teaching of Hip Hop dance. It is hoped that teachers will circulate the information shared throughout this article with their teaching network, and perhaps we can all continue compiling a list of musical selections that can help enhance our teaching of Hip Hop dance in elementary schools. For now, we hope you enjoy using the following music selections.
• Chicago (Cookin Soul)
• Tudom Tudom (Hip Hop Boyz)
• Move Your Feet (Junior Senior)
• I’mma Shine (YoungBloodz)
• ‘Til The Dawn (Drew Sidora)
• Say Goodbye (Chris Brown)
HIP HOP DANCE LESSON
1. Introduction/Setting the Context (Hip Hop History): In order to help students connect Hip Hop to other subjects (e.g., social studies, mathematics), we suggest teachers begin a lesson by engaging the students in a class discussion.
Discussion Starter: “Students, today we’re going to learn about and dance Hip Hop! Has anyone tried Hip Hop before?”
Add more questions and allow for student responses/discussion. For example,
• “Does anyone know where Hip Hop is from?”
• “How old is Hip Hop?/When was Hip Hop born?”
Note: This initial class discussion can take place in the classroom prior to going to the gymnasium.
2. Warm-Up and Exploration (Rhythm and Movement): The teacher will explain and demonstrate the following concepts, while the students will follow the teacher’s lead and explore the movements.
• Discuss and demonstrate “Rhythm” (e.g., 4/4 rhythm, syncopation [emphasizing the space between the main beats, 1-and-2 for older grades])
• Students will clap, bounce, or bouncy walk to the beat of the music.
• Discuss and demonstrate “Isolations” and break down steps, which will be used throughout the lesson
• Discuss and demonstrate “Freestyle Exploration of Bounce and Freeze”
• Students will perform a bouncy walk for eight counts (anywhere, any direction), then freeze for eight counts. • Highlight “Freeze” as an individual position (i.e., the story the student wishes to tell).
3. Learning Choreography
• Discuss and demonstrate Hip Hop choreography (i.e., a movement sequence that includes bounces, freezes, isolations, and freestyling).
• Use the choreography as a base; provide students with ample space to explore, create, and perform through their own individuality and groove.
4. Culminating Activity (Cypher): Provide students with an opportunity to engage in a “Cypher” (i.e., student creation), which is a circular formation where Hip Hop dancers explore and share their individuality and innovation with the whole class.
• In one big group or in smaller circles, each student can individually come with a movement to perform, or each smaller cypher circle can collectively come up with one movement to share (as a group) in front of the whole class.
• This cypher activity will provide each Hip Hop dancer with an opportunity to reflect on their learning, work together, and apply what they learned through the creation of their own Hip Hop dance moves.
5. Cool Down/Reflection: In one big cypher circle, ask students to stretch their bodies and/or engage in a brief discussion in regard to their thoughts about Hip Hop, what they learned, and/or what is something they will take away from the Hip Hop dance lesson.
References
Banes, S. (2004). Breaking. In M. Forman & M. A. Neal (Eds.), That’s the joint!: The hip-hop studies reader (p. 14–22). Routledge.
Gilbert, A. G. (2015). Creative dance for all ages (2nd ed.). Human Kinetics, Inc.
Gilbert, A. G. (2019). Brain-compatible dance education (2nd ed.). Human Kinetics, Inc.
Johnson, I. K. (2011). B-boying and battling in a global context: The discursive life of difference in hip hop dance. Journal of Comparative Poetics, 31, p. 173-195.
Sciullo, N. J. (2019). Communicating hip-hop: How hip-hop culture shapes popular culture. Praeger.
ABOUT THE AUTHORS
Brent Bradford
Brent Bradford: (PhD) is a Full Professor (Faculty of Education) at Concordia University of Edmonton (CUE). Brent has extensive teaching experience at the school (2000-2009) and post-secondary (2009-present) levels. He has published widely in the field of Physical Education and Wellness and has co-authored two teacher education textbooks related to Physical Education (2018) and Health Education [2017). In 2024, Brent published an edited volume, The Doctoral Journey: Educationalist Perspectives, and is the Series Editor for The Doctoral Journey in Education book series (BRILL). Brent was awarded CUE’s Gerald S. Krispin “President’s” Research Award (2019), and has served on numerous committees, such as: President (Education Society of Edmonton), Editor (The Alberta Teachers’ Association Runner Journal), and Board of Directors (Physical & Health Education Canada).
Janita Frantsi
Janita Frantsi: (MA) is a contemporary dance artist and university instructor with a Bachelor Degree in Sport Sciences with a minor in dance pedagogy (University of Jyväskylä, Finland) and a Master of Arts Degree in Dance (University of Alberta, Canada). Inspired by her MA research, she continues to create, perform, teach, and research dance with the mission of expanding on how and where dance is practised, presented, and seen in our society. Questioning common ideals and expectations of the dancing body and encouraging students’ own artistry and creativity are at the core of Janita’s work. Janita dances professionally with companies such as Mile Zero Dance, KO Dance Projects, and Edmonton Opera and creates works for festivals and organizations in Western Canada. In addition, Janita teaches dance academically through the University of Alberta and Concordia University of Edmonton (CUE).
This article is featured in Canadian Teacher Magazine’s Winter 2025 issue.
