Learning Objectives	Activities
	Lesson Two: Dance-making Components: creative/productive critical/responsive Teacher Information Teachers should guide students through dance-making lessons step by step. Using vivid imagery helps stimulate students to respond in varied ways. Sometimes an idea is demonstrated; at other times verbal instructions are sufficient. Teachers may wish to refer to "Tips for Teaching the Dance-making Lesson", included in this curriculum guide. Discuss that, as people increase their vocabulary, they are able to express themselves more clearly. For example, a baby cannot express as many ideas as students because the baby does not have as large a vocabulary. Similarly, as a movement vocabulary is expanded, choreographers have more ways of expressing themselves. A movement vocabulary is the repertoire of movements someone is able to do. In dance, choreographers create their own "words". Explain that students will be developing their movement vocabularies in this lesson. Teacher Information Before each dance-making lesson, the teacher and students should discuss assessment criteria The Warm-up Time: 10 minutes Teacher Information Throughout this model the times shown are only suggested times. Teachers should adjust the times to suit their own situations. Most lessons are designed to be taught in 50 minutes. Lessons 4, 5, 11 and 12 will be much shorter. The warm-up is intended to warm the body's muscles and joints, as well as to encourage concentration. Warm-ups may use thematic material to be developed later in the lesson, dances or dance phrases learned in a previous lesson, stretching exercises or travelling actions, etc.
increase their abilities to fall, turn, balance and jump develop abilities in the improvisation of movements work co-operatively and contribute positively in group learning activities (CEL: PSVS)	Begin the warm-up with a structured improvisation. Ask students to walk, run or crawl only on the lines painted on the gym floor, such as the basketball and volleyball court lines. When students meet each other on a line, one student must collapse, roll off the line and balance in a shape while the other student passes. When that student has passed, the first student rolls back onto the line and continues the journey. Every time one student passes, someone must fall and roll. Before the improvisation, ensure students know how to collapse without hurting themselves. During the improvisation, coach students to collapse onto their muscles, not onto bones such as the knees.
work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc.	Lead students in slow stretching movements done in personal space. Have students stretch their upper bodies, arms, back of their legs including the achilles tendon, and circle their heads, hands and ankles. Exploration and Development Time: 15 minutes Teacher Information In this part of the dance lesson, the teacher sets movement problems or tasks for the students to solve. Students should be encouraged to experiment with and create their own movements in response to the problem. The teacher guides the development of the movement material by ensuring that a movement is fully experienced and by acting as an observer, suggesting and responding to what the students do.
identify and explore ways the elements can be used to affect expression	Explain that sometimes expressions arise from the way dancers move in relation to each other. For example, two dancers moving on stage in a pas de deux have a more intimate appearance than dancers on stage in a group such as a corps de ballet. If someone looks away while passing another person on the street, that says something different to an observer than if eye contact was made between the two people.
develop abilities in the exploration and development of dance phrases work co-operatively and contribute positively in group learning activities (CEL: PSVS)	Explore different ways of relating to a partner. To begin, have students create two short dance phrases with their partner, one phrase locomotor, the other non-locomotor. These dance phrases are the movement material students will manipulate and explore.
continue to explore the relationships of connecting, leading, following, meeting, parting, near, far, passing by and surrounding make connections between relationships and expression explore thoughts and feelings that underlie decisions and beliefs (CEL: CCT) begin to express themselves through their dance compositions, by drawing on their own experiences continue to sequence movements purposefully when creating dance compositions	Have students explore several different ways of relating to each other while doing their dance phrases. For example, students might use different focuses, face in various directions or use various floor patterns. Have students discuss with their partners the different ideas or feelings being expressed while doing the phrases in different ways. Have students record their reflections in dance journals after the lesson is over. Sequencing the Dance Phrase Time: 10 minutes Based on the discussions with their partners, ask students to select and sequence movements from their explorations in order to express an idea, story or feeling. Students might need to change some movements to facilitate expression. The final dance phrases can be of any duration or length. Teacher Information The teacher circulates among the students during exploration and sequencing activities, offering suggestions, guiding, coaching and discussing individual students' work. This is also an opportunity for the teacher to take notes on anecdotal record-keeping forms or checklists for assessment purposes. When assessing, the teacher will observe only three or four students in any lesson. Reflection Time: 10 minutes Teacher Information Reflection should occur throughout dance-making lessons. Students should be given time to think about their own work, clarify their intentions, refine their work and decide if they are satisfied with it. At the end of dance-making lessons, students should be given opportunities to show their creations to each other. The importance of accepting and valuing all students' contributions, both their dancing and comments, should be discussed. For further information, see "Adapting Responding to Dance Presentations For the Discussion of Student Work" included in this curriculum guide.
explore their own thinking processes (CEL: CCT) reflect on and examine their own and their peers' work while valuing the work as expressions of unique experiences make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL: CCT) respond sensitively to the ideas, comments and products of others (CEL: PSVS)	In this lesson, self-reflection is ongoing. Ask students if they find their own dance phrases interesting to do. If not, how could they be made more interesting? Ask each pair of students to show its work to another pair. Have students describe what they see in the dance phrases, discuss the expressions which are conveyed and analyse how they are conveyed. Make a connection between relationships seen in students' dance phrases and those seen in pow wow dancing. Team dances include three people from any category of pow wow dance. The dances are choreographed with the three dancers relating to each other in various ways. The Cool-down Time: 5 minutes As they work in their personal space, guide students in slow stretching movements similar to the movements done in the warm-up. End the lesson with students practicing correct alignment by standing tall, imagining their heads are like helium balloons lifting upwards. While students imagine this, coach them to relax various body parts such as shoulders, hands, knees and thighs.