BLM2
Teacher/Student Resource
THE CREATIVE PROCESS Stage of the Process The Teacher Challenge/Inspiration Introduces the idea, challenge, stimulus, inspiration, or experience Provides models, examples, and/or learning goals Establishes the assignment and criteria for assessment Imagine/Generate Ideas
Plan/Focus
Explore/Experiment
The Student Uses creativity inspired by the stimulus for creation Uses research and makes choices Participates in the development of the assignment and criteria for assessment Observes, listens, asks guiding Uses ideas inspired by the questions, and provides stimulus choices Brainstorms lists, sketches, discusses, poses questions, draws on prior knowledge and experience Defines the problem in a unique way Provides materials and Gathers information resources Creates storyboards of ideas Asks guiding questions Determines a focus for Shares samples exploration Structures planning and Uses a variety of tools for provides choices (e.g., group recording ideas (notes, management roles) sketches, photo, video) States the plan or choreographic intent Makes choices about how to demonstrate choreographic intent Continues to provide materials Uses a range of elements, and resources techniques, forms and Continues to ask guiding principles in response to the questions and provide direct challenge, stimulus or instruction inspiration introduced by the Provides information about the teacher Elements of Dance, Compositional Forms and Principles of Dance Provides feedback and positive reinforcement for risktaking, developing new movement vocabulary Provides expectations for focus and thinking Provides time to practice
BLM2
Teacher/Student Resource
THE CREATIVE PROCESS Stage of the Process Produce Preliminary Work
The Teacher The Student Continues to ask questions Commits to artistic choices about the choreographic Works to make the meaning intent of the work and how the clear to the intended audience audience will interpret the Creates the dance work to dance embody the idea Observes the work and provides written or verbal feedback Encourages students to communicate, make connections and apply their knowledge and skills to the best of their ability Revise/Refine Continues to ask questions Share preliminary work with about choreographic intent peers and audience perception Invites outside opinions Continues to support the Continues to develop and needs of the students refine the elements, Continues to provide time techniques, forms and opportunities to work, reflect principles of dance and revise Reworks the piece, building Continues to observe, provide upon strengths and written or verbal feedback incorporating feedback Provide alternative Develops and modifies the suggestions and asks initial idea, makes choices, students to provide reasons adapts and shapes for their decisions Present/Perform/Sha Promotes the art form of Identifies the audience as re dance teachers, peers, parents, Makes the arrangements to community, family ensure that performers are Prepares the space for sharing with an appropriate sharing the work audience Finalizes the production Promotes the collaborative sharing of ideas and strategies Helps provide structure within which to share Is supportive Reflect/Evaluate Encourages reflection Reflects on the process and Links evaluation to criteria the degree of success Provides a variety of Identifies further learning evaluation opportunities goals and next steps Evaluates and provides feedback Based on The Creative Process, The Ontario Curriculum, The Arts, 2009
