Lessons Three to Fifteen
(Option B): Dance-making (continued)

Lesson Four: Responding to Joe

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

Although Paul-André Fortier reminds us that the message may not be the driving force behind Perreault's work, there are many important ideas being expressed in Joe. Josette Féral states that "This character was Joe, an anonymous being, the clone of our individuality lost in the masses, of our urban wanderings, of our aborted attempts at self-affirmation, but also of our fascination for the group ... The uniformity of these costumes, seemingly identical, was in fact quite illusory, revealing subtle differences to the observant eye; there were slight differences in colour, in the cut of some coats, the styles of some hats and shoes. In this way, even within apparent uniformity, a series of slight differences allowed the spectator to glimpse a hint of individuality" (p. 87-88).

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

Ask students to get together with one or two partners to create improvisations in response to Joe. First, have each group discuss the previous quote. What has the choreographer done to cause viewers to think about conformity and individuality? What are the student's own experiences with conformity and individuality? Relate these concepts to their own clothing preferences or their actions within group situations. At a casual glance, many adults think teenagers dress alike. Is this a true perception? What are the current identifying features of the clothing of various teen popular culture groups? What role does musical preference or interest in sports play in clothing choices? In what ways do clothing, hair styles, etc. represent the various groups to which students or adults belong? How are people able to assert their individuality even with the restrictions of fashion trends or clothing norms such as sports or office wear? What role does the media play in these trends?

Féral goes on to say, "From time to time a dancer would escape the group, and dance a few steps alone, affirming his autonomy and his desire for freedom, but soon other members of the group would rush to trip him up, to imitate his movements, forcing him back to his original place and returning him to the group. The unique and solitary action of the dancer was thus blurred, and he found himself a participant in a collective action outside of which he seemed unable to find legitimacy" (p. 89).

• examine the pressures placed upon friendships during adolescence in relation to changing attitudes and sexuality, and to intense peer group influences (CEL: PSVS)

• understand the positive and negative influences of peer pressure upon one's beliefs, values and actions (CEL: PSVS)

Ask students in each small group to consider the previous quote in relation to their own lives and their experiences with peer pressure. Ask them to discuss in their groups questions such as the following:

• Do the students recall instances when they have attempted to assert their individual viewpoints or preferences in group situations? Some examples might relate to students' different attitudes towards school and homework or instances at parties where alcohol or drugs may have been involved.
• What positive and negative things sometimes happen when individuals within a group diverge from the normal behaviour or interests of the group?
• What types of personal qualities and strengths are necessary in order for a person to determine and set his or her own individual goals in life and still maintain friendships and a sense of belonging?

With the entire class working at the same time, have each small group create a one- or two-minute improvisation using dance or drama to demonstrate experiences with peer pressure.

When the groups have completed their improvisations ask if any of them would like to demonstrate their improvisations to the class. Ask the students to reflect on the results of their work.

If time allows, ask the whole group to comment on Perreault's work in relation to their own lives and experience with peer pressure.

• Do the ideas expressed in Joe have any connections to the students' lives?
• If so, how do their experiences relate to his work?
• What are the students' opinions of Joe now as compared to their first impressions?
• How are attitudes towards individuality and conformity going to play a part in their lives as they reach adulthood?
• Does Joe cause us to reflect on societies as a whole? If so, in what way?