Lessons Three to Fifteen
(Option A): Ballroom and Social Dance

• 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

Teachers may wish to follow-up the study of Robin Poitras's dance Tangora by having their students learn a ballroom or social dance. Refer to a resource such as The Ballroom Dance Pack or Dance A While: Handbook of Folk, Square, Contra, and Social Dance for assistance with these lessons. Some schools may have access to a resource person who would be willing to demonstrate or assist with teaching the dances. Contact Dance Saskatchewan Incorporated, listed in the bibliography, for a list of possible resources. If time allows, the students may wish to teach the dance to younger students at the Elementary or Middle Level, or to other members of the community, such as senior citizens or parents.

Aboriginal Social Dance

Students who have been discussing the importance of cultural influences in the development of self-knowledge may wish to learn an Aboriginal dance.

Teachers could begin Lesson Three by viewing a video about a Saskatchewan Aboriginal artist. Discuss issues of personal identity and cultural heritage.

• refine their understanding of
stereotype, bias, prejudice and racism (CEL: PSVS)

Some teachers may prefer to have students read a short story by an Aboriginal author that focuses on cultural and/or personal identity. Appropriate stories might be selected from books such as Contemporary Challenges: Conversations with Canadian Native Authors.

• choose and use materials which support balanced, fair, accurate portrayals of sexes, races, cultural groups, etc. where possible (CEL: PSVS)

• recognize current social issues in their own life experiences and their role in influencing these issues (CEL: PSVS)

• continue to develop problem-solving and decision-making abilities when working individually or in a co-operative group

• understand and model respect for other people by acknowledging the importance of their language, history and culture (CEL: PSVS)

In the next lesson, ask the students to form small groups and reflect on issues that challenge Aboriginal people today, including those raised in the film or selected stories. Have each group examine a different issue considering Aboriginal historical and cultural perspectives. In the Rapids: Navigating the Future of First Nations by Ovide Mercredi and Mary Ellen Turpel would be a useful resource to refer to during these discussions. Some of the topics included are the Indian Act, the struggle for self-determination, the role of traditional values, substance abuse and suicide, environmental degradation, unresolved land and resource claims, languages and spirituality. Ask each group to present its reflections. Recent related articles written from an Aboriginal perspective or a visit from an Aboriginal resource person would be a valuable asset during this activity.

Ask the whole group to suggest ways that the arts could help to raise awareness or promote social action to address some of the issues they've considered.

Over the next several lessons, students could:

• Write an essay on the role of the arts (or dance specifically) in maintaining and enriching cultural and personal identity.
• Research the work of a contemporary Aboriginal dancer or choreographer.
• Learn one or more Métis or Indian social or cultural dances. If possible, invite a dancer to the school to help teach the students the dances. Consult the bibliography for listings of organizations and other related resources. If resource people are not available, refer to the Métis Dances Kit and the accompanying video Steps in Time, or to Let's Dance: Indian Social and Cultural Dances (kit). As an option to learning a set dance, students at this level may be interested in creating a team dance. Teachers could refer to the sample Jingle Dress team dance described in the Let's Dance kit.
• Create their own dances in small groups drawing on the varied cultural backgrounds of the students. For example, one group might decide to research and create a dance that draws on a Ukrainian perspective and tradition. Another group might draw on a French Canadian perspective, while another might draw on an Aboriginal perspective for inspiration.