Learning Objectives	Activities
	Lesson Three: Dance-making Components: creative/productive critical/responsive In this lesson, students will continue to develop and expand their movement vocabulary by creating short studies exploring successive and simultaneous actions. Actions is an element of dance. As in the last lesson, the teacher and students discuss assessment criteria.
challenge and commit themselves physically in all their movement experiences work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc.	The Warm-up Time: 5 minutes Begin the warm-up with a quick run throughout the dance space. Coach students to weave in and out, creating winding pathways as they travel. Next, in their personal space, lead students in slow stretches to increase the flexibility of their backs, sides and hamstrings. Have students do push-ups and abdominal exercises to increase strength. Exploration and Development Time: 10 minutes
continue to explore a range of movements including successive and simultaneous movements understand that divergent thinking and reasoning often precede convergent thinking and solutions to problems (CEL: N) identify and explore ways the elements can be used to affect expression provide reasons (arguments related to evidence) for their answers, responses or choices (CEL: CCT)	Explain successive and simultaneous movements. Successive movements start in one part of the body and ripple to another part; for example, a body-wave. Simultaneous movements occur at once; for example, a pounce. Have one student demonstrate. Have students explore a variety of ways to move, first simultaneously, then successively. Discuss feelings that arise from these different ways of moving. Students might suggest successive movements feel softer and more flowing; the simultaneous movements happen quickly and seem aggressive. Challenge students to do successive movements quickly and directly, and simultaneous movements slowly and softly. After students have fully explored successive and simultaneous movements, continue the lesson. Sequencing the Dance Phrase Time: 20 minutes
develop abilities in the discovery, improvisation, exploration and development of movement phrases apply their knowledge of transitions when creating their own dance compositions	Ask students to develop individual locomotor or travelling dance phrases which include one successive and one simultaneous movement. The phrase should last 16 counts. Students can use movements explored previously or create new movements. The phrase, for example, might begin with a rippling walk, continue with a slow pounce and end with another rippling movement which starts at the feet and ends with the arms overhead. When they are finished, have students show their phrases. Accompany them with a drum.
begin to understand the process of developing, sequencing and refining their dance compositions using ongoing reflection, decision-making and movement problem-solving demonstrate co-operation and increased ability to work effectively in small groups continue to apply knowledge of the elements of dance in all their dance experiences continue to explore and experience metric rhythmic patterns	Divide students into groups of two or three. Assign the task of combining their individual dance phrases to create a group dance phrase which also lasts 16 counts. Students can choose to do their own dance phrases or create a new one using bits of movement taken from the phrases of each group member. In completing this task, they will need to determine floor patterns and relationships. Again, have students show their group dance phrases and accompany them with a drum. Have the students try their dance phrases with a piece of music brought by one of the students -- a popular hit in 4/4 time. Have students practice their dance phrases to the music. Teacher Information Whenever students are working independently, teachers should circulate among them and observe, guide, coach and discuss their work. This is also an opportunity for teachers to observe students for assessment purposes. Teachers should carry a clipboard with checklists or anecdotal record-keeping forms to record observations. Reflection Time: 10 minutes
discuss and analyse how the elements of dance are used in their own dance compositions and in the dances of others continue to use dance terminology when reflecting on and discussing their dance experiences write about their dance experiences in order to better understand them (CEL: C)	As in the previous lesson, self-reflection is ongoing throughout the dance lesson. Ask two groups of students to show their dance compositions to the rest of the class. Have the class describe what is seen. Did students associate anything with the phrases, such as a feeling or emotion? Discuss. Ask students to record their reflections on their own dance phrases in their journals after the lesson is over. The Cool-down Time: 5 minutes In their personal space, have students repeat their individual dance phrases four times. Each time the phrase is repeated, ask students to do it smaller and more slowly until there appears to be no movement at all. To practice correct alignment, have students slowly come to a standing position while imagining their heads are floating toward the ceiling. At the same time coach them to relax various body parts; for example, shoulders, hands, neck.
understand the value of keeping an ongoing record of ideas for their own dance compositions	Homework: Explain that in the next few weeks, students will be focusing on using movements seen in daily life as inspiration for dance-making. Ask students to observe people's gestures and record them in their journals using invented notation, verbal descriptions and drawings. Inform students that these journal entries will be assessed.