CP6.1
Create dance compositions that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).
Indicators for this outcome
(a)

Use inquiry in dance to extend understanding of identity (e.g., examine how pop culture trends influence youth identities):

  • Generate key questions to guide inquiry in dance (e.g., How could we represent through dance the unique identities of different peer groups?).
  • Summarize and focus knowledge of topic to determine information needs.
  • Generate additional relevant questions for deeper exploration.
  • Use the Internet and other relevant sources (e.g., print, digital, community) to research and gather ideas for dance-making.
  • Use the dance-making process to explore the central questions and ideas (e.g., How could we show through movement that each peer group has a distinct identity? How can we use hip hop or other dance forms to communicate our individual or community identities?).
  • Expand on dance and movement ideas in reflective records such as journals, blogs, and video or audio recordings.
  • Keep a record of dance phrases using invented and/or traditional notation symbols, and video where possible, to explore, record, and reconstruct movements.
  • Reflect, analyze, and make connections between the original topic or inquiry question and subsequent dance explorations.
(b)

Investigate how a single idea can be developed in many ways and directions (e.g., How could we represent in movement the idea of an individual feeling isolated or excluded from a peer group?).

(c)

Demonstrate self-awareness in decision making about own movement selections.

(d)

Reflect on how movement and dance elements can be organized to convey meaning in dance (e.g., What messages or ideas does our movement or dance communicate to an audience about identity?).

(e)

Reflect upon choices made during dance-making process.

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R050315
Arctic Hip Hop
Capitalizing on the popularity of hip hop, social worker and long-time B-boy Stephen Leafloor has been bringing positive hip hop workshops to the north, this time to the remote hamlet of Cambridge Bay, Nunavut. While dancing to the beat, kids are encouraged to blend their rich, ancient culture with a modern one. Between back spins and body-waves, they discuss bullying, body image, single parenting, drugs, alcohol, anger and suicide. Because of the healing power of dance, five days later they emerge not only better dancers, but more confident kids who have a clearer idea of how to balance their cultural identity with modern times.
In addition to supporting the Dance strand in the Arts Education curricula, this video could be used in Wellness 10 when discussing the impact of mental health on the wellbeing of self, family and community.
This is a particularly valuable resource for teachers who are working with at-risk students.
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Media and Formats : CD/DVD
Price : $79.95 US
Record posted/updated: July 8, 2024
R054761
Understanding Brands
This program addresses what a brand is, the power of branding, what makes a brand, the creation and evolution of brands and the influence of brands. It defines and gives examples of corporate, family, individual and personal brands. Teens on a city street ask various passers by to identify brand marks and give their opinions about the influence of brands on their purchasing practices. A branding and marketing expert points out how branding is more than a product and involves a vision or idea that requires a strategy for engaging consumers. He also discusses the relationship between brands, historical contexts and societal values.
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Media and Formats : CD/DVD
Price : $95.00
Record posted/updated: November 22, 2018
R013537
Métis Art and Stories in the Classroom with Leah Marie Dorion. Grades 5 & 6
Why were bison essential to people living on the plains, prior to the time of Treaty negotiations (1870s)? What does the bison represent today? This LIVE Arts broadcast features contemporary artwork and storytelling by Métis artist Leah Marie Dorion, based on her children's book, "Métis Camp Circle: A Bison Culture Way of Life." Leah reads from the book, discusses the importance of bison (past and present), explains the use of Métis symbolism and discuss the composition and design of the illustrations. Leah guides students through a live drawing activity where they learn to draw and paint a bison as inspired by Leah's particular style of creating and imagery.
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Media and Formats : Video
Price : Free
free
canadiancontent
saskatchewancontent
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rovervideo
Record posted/updated: April 21, 2021
R104501
Ask Artists Series
Ask Artists is an inquiry-based learning program for teachers and students. Each episode is an in-depth and intimate journey with a Saskatchewan artist. Artists share candid moments and show students that artists are real people with skills, successes, failures and dreams.
•  Ask Artists Episode 2: “I Am” Puppetry (Part 1: Meet The Artist) - Crispi Lord
•  Ask Artists Episode 2: “I Am” Puppetry (Part 2: Making Puppets) - Crispi Lord
•  Ask Artists Episode 2: “I Am” Puppetry (Part 3: All About Puppet Shows) - Crispi Lord
•  Ask Artists Episode 2: “I Am” Puppetry (Part 4: Putting on a Puppet Show) - Crispi Lord
•  Ask Artists Episode 6: “Move It” Movement (Part 1: Meet The Artist) - Mitchell Larsen
•  Ask Artists Episode 6: “Move It” Movement (Part 2: Getting Comfortable with Movement) - Mitchell Larsen
•  Ask Artists Episode 6: “Move It” Movement (Part 3: Creating a Dance) - Mitchell Larsen
•  Ask Artists Episode 6: “Move It” Movement (Part 4: Dance Performance) - Mitchell Larsen
Media and Formats : Video
Price : Free
free
canadiancontent
saskatchewancontent
rovervideo
Record posted/updated: December 2, 2021
R013533
Métis Jigging Part 2. Grades 5, 6, 7 & 8
Krystle Pederson is a traditional jigger and Métis dance instructor. In Métis Jigging Part 2, Krystle talks about different styles of fiddle music and how jigging steps are incorporated into other styles of dance. Through demonstrations and practise, students build on the skills and knowledge gained in Part 1. Krystle introduces new jigging steps with an emphasis on travelling and working with a partner. She also demonstrates and shares her belief in the importance of community and working together.

PLEASE NOTE: Métis Jigging Part 2 builds on skills and knowledge from Part 1, which aired in 2015. Teachers should review Part 1 and its accompanying activities with their students before commencing Part 2.
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Media and Formats : Video
Price : Free
free
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saskatchewancontent
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rovervideo
Record posted/updated: April 4, 2022
R101663
Stories of Courage: Saskatchewan Second World War Veterans Remember
This series of eight videos presents the personal stories of 17 Saskatchewan residents who served during the World War II.
•  Commemoration. Episode 8
•  Training and Preparing for War. Episode 1
Price : Free
free
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saskatchewancontent
fnmicontent
Record posted/updated: August 24, 2021
R053615
Deepening the Discussion: Gender and Sexual Diversity
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
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Media and Formats : Document
Price : Free
free
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Record posted/updated: February 13, 2019