Learning Objectives	Activities
	Lesson Four: Looking at a Choreographer's Work Components: cultural/historical critical/responsive Explain that choreographers usually do not use movements which imitate exactly movements seen in every-day life. Why do students think this is? What would dances be like if the movements were always the same as movements seen in daily life? critical/responsive
develop understanding of the many ways in which dances can be inspired synthesize ideas gleaned from current discussion with prior knowledge and understanding (CEL: C) move from literal meanings toward a sensitivity to connotations (CEL: CCT)	Explain that sometimes choreographers observe movements seen in daily life and change or abstract the movements for their dances. Discuss what abstraction means to students. Show examples or have students think of examples they have seen in visual art or cartoons. Discuss ways every-day movements could be abstracted (for example, by modifying the elements of dance). Make connections between abstracted every-day or environmental movements and movements seen in the dances of various cultures. For example, the grass dance is inspired by the movement of prairie grass.
increase their awareness and understanding of Canadian dance artists and their dances	Show the dance "Full House" found on Dancemakers Series: Full House. Before viewing, give introductory information on the choreographer, Ginette Laurin, and her dance "Full House". Laurin, a choreographer based in Montreal, often uses natural or every-day movements in her choreography. "Full House", choreographed in 1987, reflects Laurin's experiences growing up in the 1950s and 1960s. Record students' first impressions on chart paper. Keep their first impressions for the next dance lesson.