| (a) |
Collaborate on the creation of dance compositions using stimuli drawn from Saskatchewan sources such as local stories, personal experience, land and geography, feelings, memories, music, observation, imagination, or movement itself (e.g., How could we represent what life is like in rural Saskatchewan or an urban inner city? How could we represent through dance the timelines or immigration patterns of Saskatchewan peoples? In what ways could we show people arriving and leaving?). |
| (b) |
Select, or negotiate with other students, specific stimuli as starting points for dance compositions. |
| (c) |
Use research, including guided Internet searches, as part of the dance-making process (e.g., access Statistics Canada information about historic migration patterns in Saskatchewan, analyze dances of cultural groups). |
| (d) |
Improvise to generate and develop movement ideas. |
| (e) |
Select movements from explorations, with increasing discernment, to create dance phrases. |
| (f) |
Engage in movement problem solving, and sequence repeating and contrasting dance phrases. |
| (g) |
Record dance and movement ideas in reflective records such as journals, drawings, or videos. |
| (h) |
Appraise how own dance compositions have meaning and are unique expressions. |
| (i) |
Reflect upon choices made during and after dance-making process. |
