• examine, analyse and interpret the work of dancers and choreographers within their dances' cultural and historical contexts

• continue to demonstrate understanding of the ways in which the elements of dance and principles of composition are used and organized to affect expression and meaning

Lesson Two
(Option A): Robin Poitras, Tangora

Ask students to analyse excerpts from the dance Tangora on the video Contemporary Traces, and discuss possible sources of ideas that may have influenced the work. Dancer and choreographer Robin Poitras, artistic director of New Dance Horizons, tells the viewers that Saskatchewan's geographic isolation from other modern dance centres encouraged her to look into ballroom and social dance forms in conjunction with the development of her modern dance technique. These dance forms had an influence on the duet Tangora, performed with dancer/choreographer Bill Coleman, excerpts of which are included in the video. Poitras says that her dance ideas for Tangora were also influenced by a poem she wrote in 1991 in response to her thoughts about the Olympics in Spain, the bullfights, flamenco and the tango. She says that she began by playing with the words, deconstructing the poem, and then her work evolved from there. Ask students what they think Poitras might mean by the word deconstruct. How would someone deconstruct a poem? How could this process have an effect on someone's dance-making?

Ask students to identify and analyse some of the dance sequences that they find particularly interesting as they view the video. For example, in Excerpt Two they might note the influence of the bullfight or talk about the effects of the music. They might also focus on the relationship between the two dancers and discuss the elements of dance and principles of composition that are evident.

• continue to develop an understanding of how dancers and choreographers acquire, transform and convey ideas

The term "tango" refers to the music and lyrics as well as the dance, which evolved in Argentina, beginning around 1880. Many people say that tango music and dance express the feeling of the people and city of Buenos Aires at night. The early tango reflected the social climate of the immigrant people who had an intimate knowledge of the inner city life and whose dreams had turned to a tragic and melancholy existence. If possible, play a sample of tango music by someone such as the great musician Astor Piazzolla. Use the "Responding to Arts Expressions" process to discuss the music. Remind students that the tango has undergone many changes since its early beginnings. Can they recall other ballroom or social dances that have undergone major changes, variations and interpretations since their inception?

• prepare thesis statements and other written constructions required for essay writing (CEL: C)

Ask students to write a short essay in response to Robin Poitras's dance Tangora. Review general criteria for assessment and evaluation of an essay. Refer to the sample essay assessment form in the Evaluation section. Discuss with students the method for formulating or negotiating a mark on the essay.

The essay could focus on the cultural significance and historical developments of the tango or other ballroom or social dances. Some students may wish to write an essay which expresses their views about another topic raised in the video. The following is an example:

In the video, Poitras talks about the mistaken notion that dance is only for the young. She notes that professional dance often seems to glorify the young body. She observes that this is primarily a Western cultural norm, and says that she is interested in going beyond that stereotype and hopes to "dance in the wrinkles ..."

Ask the students to discuss the observation that, even though Western social dances often span all ages, dances that are recognized as mainstream professional arts expressions are almost always performed by highly trained young dancers with thin, strong bodies. Are any of the students aware of cultures in which dance is a mode of expression for people of varied ages, shapes and sizes?

Some students might write in their essays about the ways in which Western perceptions of age and body image affect dancers' lives and careers. They might also consider how these perceptions shape the public's attitudes towards viewing dance as a performing art as opposed to a means of personal expression for all people.

• examine the relationships between their own ideas and those of other artists

Ask students to brainstorm possible titles for their essays and list other related topics and issues they could address. For example, some students might be interested in writing about current popular trends in their own social dances. Do they think that their own social dances could be considered a form of artistic expression? Does each student have an individual style of social dancing? How are these different dancing styles reflective of each person's mood or response to the music?