Use inquiry in dance to express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability):

• Generate key questions to guide inquiry in dance (e.g., How could we represent through dance the devastating effects of poverty or racism?).
• 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.
• Adjust inquiry and research strategies to accommodate changing perspectives.
• Use the dance-making process to explore the central questions and ideas (e.g., How could we show through movement the effects of a hurtful comment?).
• 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.

Investigate how a single idea can be developed in many ways and directions (e.g., How many different ways can we represent through movement a feeling of hopelessness or anger about this injustice?).

Reflect on how movement, dance elements, and principles of composition can be organized to convey meaning in dance (e.g., What message or ideas does our dance communicate about current attitudes towards poverty or racism?).

Contribute to the creation of a plan to document the inquiry and creative process (e.g., video, photography, blog, or digital diary).