*Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making.

*Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play.

*Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences.

*Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts.

Imagine explore and create as the start of your creative process. You start with a question and you use different tasks to explore possible answers. Through exploration of your different questions, you create new movements, combinations, music edits, costumes, and much more.

Example of Explore and Create:
Question: How can I move like water?
Task: Write down words that describe water.
pour, drip, wave, splash, flow, fill, wind, calm, rush, sprinkle...
Move like each of the descriptive words.

*Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas.

*Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations.

*Reflect on works of art and creative processes to understand artists motivations and meanings.

*Interpret works of art using knowledge and skills from various areas of learning.

*Respond to works of art using one’s knowledge of the world

Imagine reasoning and reflecting activities to happen throughout your entire creative process. When you are starting with your exploring and creating tasks, you will reflect on what worked and did not work. Maybe a task you thought up to try totally failed but from that failure you found something beautiful that worked. When we are in the middle of making dances, we often take videos, watch them, and think about what is working and what new ideas can we try to make the dance more interesting or engaging to the audience. We can do this in groups too. One group can give feedback to another group. It is great to get an outside perspective on our work. At the end of our dance making, we perform and watch our videos. We now want to know what we should keep and what we should change for the next performance.

Example of Reason and Reflect:
Activity: Watching a video of our performance at the Bell Centre
Task: Discussing what worked and what we need to work on for the next performance. Coming up with a list of tasks that we need to focus on.
1. Center the opening formation
2. Make the theme more clear by adding a prop
3. Clean the transitions between different formations.
4. Re-teach a specific area of choreography where some people seem confused.

*Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences

*Interpret and communicate ideas using symbols and elements to express meaning through the arts

*Take creative risks to express feelings, ideas, and experiences

*Describe, interpret and respond to works of art

*Experience, document, choreograph, perform, and share creative works in a variety of ways

*Use the arts to communicate, respond to and understand environmental and global issues

*Demonstrate increasingly sophisticated application and/or engagement of curricular content

Imagine communicating and documenting to be the performance part of the creation process. We share our dances with each when we are doing showcases in class, performances, competitions, and videos. How do we have to change our dances when we perform in different spaces or for different groups of people? What do we do when someone doesn't show up? This is how we share our ideas through movement and expression. How do you communicate to the audience?

Example of Communicate and Document:
Activity: Adjusting the class dance from performing at the Bell centre with the entire class to a smaller cast of dancers attending Breakout.
Tasks:
1. Check/update formations
2. Check transitions - can people in new spots get to their new spots easily?
3. Re-teach any choreography that a new person has to learn to be in a new spot.
4. Run the dance with the music to solidify new positions

*Reflect on works of art and creative processes to make connections to personal learning and experiences

*Demonstrate respect for themselves, others, and the audience

*Collaborate through reciprocal(mutual) relationships during creative processes

*Demonstrate increasingly sophisticated application and/or engagement of curricular content

One way to think about connecting and expanding is how we sometimes start dances with a question or a theme. How do we answer this question or get our theme across to the audience using movement, music, costumes, props, lighting, projections, and facial expressions? Are you connecting an idea that is from your own life? Maybe you are sharing something that is an important event in history. Perhaps you are sharing a cultural idea. Dance is a performing art and art is used to share ideas and make people think about things that are important to you. In other words, what do you want to say? What are you trying to share with the audience and how did you connect that to movement and all the other parts that make up your choreographic creation?

I may not use the questions below. I will decide each time I edit this form for a class or team. I think the above new format is sufficient for reflection and covers a lot of the questions below... don't want to ask the same thing twice... be repetitive. I was just repetitive when talking about not being repetitive.