Learning Objectives	Activities
	Lesson Six: Dance-making Components: creative/productive critical/responsive The Warm-up Time: 10 minutes Teacher Information In this warm-up, vigorous travelling movements have been included, as the exploration and development portion of the lesson will likely use non-locomotor movements.
expand and increase the complexity of their movements and refine their repertoire of movements (movement vocabulary), with attention paid to the clarity of their movements	Select some common sports movements and sequence them into a locomotor dance phrase. Teach students the sequence; for example, running while dodging, jump, tumble, roll and pause. Accompanied by the musical selection "Zoolook", have students repeat the sequence, moving throughout space. Give students liberty to change and adapt the sequence as they wish.
work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc.	In their personal space, guide students in slow stretches to increase flexibility, including flexibility of backs, sides and hamstrings. Increase students' strength with push-ups and abdominal exercises. Exploration and Development Time: 20 minutes Explain that by abstracting movements, key characteristics are enhanced. Use a cartoon caricature to illustrate the point.
with confidence, use starting-points as inspiration for improvisation and movement exploration discover that they are transforming starting-points (ideas, moods, feelings, etc.) into movements that relate to the starting-points continue to apply knowledge of the elements of dance generate and evaluate alternative solutions to problems (CEL: CCT)	Ask students to modify or abstract, through movement exploration, several of the gestures they recorded in their journals. To begin, students should imitate exactly each gesture and then repeat the gesture many times without stopping. Students will find their movements begin to change or evolve and should allow this to happen. For example, a hand wave might evolve into a hand which shakes. Eventually, the shaking may include the whole body. As students refine and develop their movements, they should consider how the movements' key characteristics have been enhanced. Circulate among students, discussing their work and offering suggestions. To help them with abstraction, guide students to vary dynamic concepts such as accent or speed, space concepts such as pathways or size, the body parts used, etc. Observe students for assessment purposes. Reflection Time: 15 minutes Self-reflection is ongoing.
reflect on and examine their own and their peers' work while valuing the work as expressions of unique experiences discuss and analyse how the elements of dance are used in their own and their peers' work	Divide the class into groups and ask each group to show some of his or her abstracted gestures to the class. Ask students to guess what the original gestures were and analyse what has been done to transform the gestures into final form. The Cool-down Time: 5 minutes As in Lesson Two, guide students in slow stretching movements. Again, end the lesson with students standing tall while relaxing various body parts such as their shoulders, hands, knees and thighs.
develop their abilities to record their dance compositions with invented and/or traditional notation symbols, when appropriate	Homework: In order to remember their movements, students should record them in their portfolios using traditional and/or invented notation, drawings and words.