Learning Objectives	Activities
	Lesson Eleven: Dance-making Component: creative/productive Review the fact that choreography is a process. Choreographers begin with ideas and transform them into dance. The elements of dance and principles of composition are tools the choreographer uses. Explain that in the next few weeks students will work in groups to create their own dance compositions, from beginning to end. They will work with their own ideas and, if desired, select or create their own accompaniment. Ask students to keep a record of their dance-making experience in their dance portfolios. These records will be used as part of assessment.
make choices in learning which reflect their needs and interests (CEL: IL)	In groups of three, have students decide what they would like to create a dance about. Students can use ideas which were posted on the bulletin board earlier in the unit, ideas from their portfolios or a new idea.
use metaphoric and analogical thinking to create insights and build understanding (CEL: CCT) continue to apply knowledge of the elements of dance in all their dance experiences	Review how concept maps can be used to develop ideas. For example, if students chose music as a starting-point, they could analyse it and develop a corresponding concept map related to the elements of dance (for example, loud music might suggest large actions). If they used the idea of conflict, they could associate ideas about conflict related to the elements of dance (for example, conflict might suggest strong, direct movements). See Planning for Students' Dance-making, included in this curriculum guide. Homework: Each group should agree on a starting-point for the next lesson and develop a concept map. Teacher Information If students have had little dance-making experience, teachers may wish to have the class work from the same starting-point. This will help teachers guide the students in their work.