Overview Unit Two: What's It All About?	Time Frame: 10 - 12 weeks This unit focuses on how choreographers put things together for a purpose.
Foundational Objectives	Vocabulary and Concepts
The students will: examine sources of ideas for dance-making, make connections between ideas and dance expressions, and use dance for personal expression develop an understanding of the elements of dance and principles of composition and apply this understanding to all their dance experiences examine the work of various dance artists develop critical thought and learn to support interpretations and opinions when responding to dance presentations	dance as a form of expression processes for composition transforming ideas into dance elements of dance principles of composition choreographic forms
Common Essential Learnings	Resources
develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) develop an understanding of how knowledge is created, evaluated, refined and changed within the field of dance (CCT) understand and use the vocabulary, structures and forms of expression which characterize dance (C).	resource materials on choreographers and their dances reference materials on dance improvisation examples of dance reviews dance presentations accompaniment such as audio recordings, percussion instruments, student-created sound compositions students' dance portfolios video recording equipment
Instruction	Assessment
Investigate and discuss why choreographers create. View and discuss dance presentations. Research choreographers and their work. Keep an ongoing dance portfolio. Create dance compositions (explore, create, reflect). Create dance compositions for personal expression. Explore ways of transforming starting-points into movement. Workshop dance compositions. Show dance compositions. Reflect on, discuss and analyse dance compositions seen. Write dance reviews.	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.