Learning Objectives	Activities
	Lesson One:In the Classroom Component: cultural/historical
evaluate creative processes (CEL: CCT)	Explain that in this unit students will be learning about dance-making. Review the idea that choreographers use processes when making dances. For example, choreographers might begin with starting-points such as ideas or feelings, explore the starting-points through movement and then sequence the movements. Throughout this process, they are refining and reflecting on their work. Relate this idea to other processes students use; for example, processes for writing stories. Teacher Information Not all dances are choreographed prior to performance. Some dances are improvised or created on the spot. For example, some post modern dancers sequence the movements while presenting or performing the dance. This is also true of some pow wow dancers. Explain that starting-points are only places to begin. As a dance is made, the starting-point will evolve and may not even be evident in the final dance.
develop understanding of the many ways in which dances can be inspired when choosing learning opportunities, make choices which reflect needs and interests (CEL: IL)	Review possible starting-points for dance-making; for example, personal experiences, fantasy, memories, feelings, dreams, emotions, literature, music, sculpture and movement itself. Discuss some ideas students have used as inspiration for past dance creations. Brainstorm possible sources of inspiration for dance-making and post the list on the bulletin board. Add ideas to it throughout the year. The students' suggestions might include starting-points such as: stories discrimination war memories heros and heroines environment culture love and hate fantasy.
understand the value of keeping an ongoing record of ideas for their own dance compositions	Discuss how dance portfolios can help students make their own dances. Review the kinds of entries that could be included in portfolios, for example: a record of ideas for dances they would like to create documentation of their dances, both written and on video notation of movements they have seen that interested them dance journals for recording reflections on their own dance experiences and dance in general. Remind students that sometimes ideas for dances take a long time to develop before choreography begins; many portfolio items might contribute to one dance. Ask students to keep dance portfolios. Discuss that some entries will be assessed; however, the teacher and students will decide which ones beforehand. The other entries are for students' personal use. (For more information on developing dance portfolios, see "Instructional Guidelines" in this curriculum guide.)