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Academic

subject(s):

Math

(Geometry)

Art form(s):

Dance

(Ballet)

City: Phoenix, Arizona

Grade(s): K-12

Duration: 60min

Arts standard(s):

Academic standard(s):

Math Common Core Standards:

(http://www.corestandards.org/)

Variations of the lesson plan are provided for

differentiation. Additional variations can be created

using the same arts integration strategies to address all

of the following standards:

Geometry- Identify and describe shapes.

Kindergarten

Identify and describe shapes.

Analyze, compare, create, and compose shapes.

1st-3rd grade

Reason with shapes and their attributes.

(http://www.azed.gov/standardspractices/art-standards/)

Strand 1 (Create)

Concept 1BODY Identify, demonstrate and

analyze the use of the body for dance through an

understanding of anatomy, kinesiology and basic

movement principles.

Concept 2Movement Skills Identify,

demonstrate and analyze basic movement skills in

the exploration and performance of dance.

Concept 4Improvisation/Choreography Identify, demonstrate, analyze and apply

improvisational structures, choreographic

processes, forms and principles.

4th grade

Draw and identify lines and angles, and classify

shapes by properties of their lines and angles.

5th grade

Graph points on the coordinate plane to solve

real-world and mathematical problems.

Classify two-dimensional figures into categories

based on their properties.

6th grade

Solve real-world and mathematical problems

involving area, surface area, and volume.

7th grade

Draw, construct and describe geometrical figures and

describe the relationships between them.

Solve real-life and mathematical problems involving

angle measure, area, surface area, and volume.

8th grade

Understand congruence and similarity using physical

models.

Academic standard(s):

9th-12th grade

Congruence

Experiment with transformations in the plane.

Make geometric constructions.

Expressing Geometric Properties with Equations

Use coordinates to prove simple geometric theorems

algebraically.

Geometric Measurement and Dimension

Visualize relationships between two dimensional and

three-dimensional objects.

Modeling with Geometry

Apply geometric concepts in modeling situations.

Performance objectives: Upon completion of the lesson, students will be able to:

Observe and analyze shapes, patterns, and geometry in motion during a dance performance

Discuss the relevance of geometry in relation to movement

Model the different geometric concepts through their bodies

Collaborate to create models that demonstrate their understanding of geometry

Explain their process and product demonstrating metacognition and understanding of geometry

*Additional math vocabulary will vary with each grade level to the specific concepts they are working with.

Art support

Foundational knowledge needed for lesson: Refer to the dance elements page of the Ballet Arizona

Student Matinee Teacher Guide to learn more about the dance elements of space and shape.

Materials / resources:

CD player and instrumental music

Loose fitting clothing that accommodates movement

Room setup: If there is flexibility in the arrangement of furniture in your classroom consider how everything

can be organized to foster collaboration and movement exploration. Otherwise, every empty nook and cranny can

be used including the aisles between tables or desks.

Procedures

Pre-performance inquiry activity:

1) Facilitate a discussion that asks the students to make general observations about connections they

observe between math and dance. Watch the following short video clip:

http://www.thefutureschannel.com/dockets/realworld/dancing/index.php

NOTE: the connection with geometry is fairly intuitive, as dance deals with making shapes visual.

However, encourage other connections that are appropriate to their level. For example, primary

students might identify shapes while older students might make observations about the golden ratio

and/or Pythagoreans theorem.

2) Watch a live dance performance featured by Ballet Arizona. Have students identify at least 5 examples of dance and math as performed on stage.

3) After the live performance facilitate a discussion about the students observations regarding the

relationship of dance and geometry.

1) Divide the class into small groups of at least 4 students.

2) As a class identify a minimum of 10 shapes that were observed on stage (shapes the body makes

individually, group connected shapes, the shape of the dancers in formations on stage, the shape the

arms make in isolation of the body, etc.).

3) Have each group recreate 5 of the shapes (their choice) either as 5 separate stationary visual models

or with a structured transition between each shape. Each group will present their choreography.

4) A brief discussion follows each performance allowing observing students to make inferences about

the connections to dance and geometry that they saw, as well as for the presenting students to share

their creating and decision-making process.

Note: A structured transition could be something as simple as having each student in the group take 8

steps or jumps in one direction to transition from shape 1 to shape 2.

There are many variations to the above process to support a specific geometry standard at grade level.

a. FOR EXAMPLE: Identify an x and y-axis orientation in the classroom. Have the observing students

direct the presenting students how to move the entire shape in space. Have the directing students use

specific terminology (e.g. flip, slide, rotate).

i. For advanced students with knowledge of stage direction, the directives could

involve movement into specific quadrants (e.g. slide this shape into quadrant 3 and

then rotate it to quadrant 2, finally flip it back to quadrant 1.

ii. This could also be presented as a word problem. If the beginning shape is a line segment

in quadrant 4, using all three transformations (flip, slide, rotate) at least once, and moving in all 4 quadrants at least once, transform the shape from quadrant 1 to quadrant 3.

b. FOR EXAMPLE: The observation and creating can be further structured to another geometric

concept. Perhaps the students observe the angles of the shapes on stage (acute, obtuse, right, 45

degrees). Or students can analyze congruent shapes, asymmetrical shapes, 3-dimensional shapes

versus 2-dimensional (sphere versus circle), different types of triangles, and tanagrams.

Skillful assessment: The set of shapes each group of students creates is already an artifact of this learning. As an

added assessment exercise, have observing students add-on to presenting students to either create a new shape, or

highlight an element of an existing shape. For example, if the presenting group creates a V-shape, how would the

observing students make that V into an equilateral triangle. Another possibility would be to have one observing

student (using his/her body in space) to identify and highlight the acute angle of the V.

Continuing inquiry: Further inquiry could involve asking if the students are able to apply the embodied

learning into observations that describe objects in everyday life. For example, desks that are clustered together form

what type of shape, posters that are not hung straight are create what kind of line, or a person sitting at a desk

creates what kind of relationship with the desk (parallel, intersecting, and so forth).

Reflective practice

Students:

Teachers:

How did creating shapes help you understand

___________?

What is the relationship between geometry and

dance?

What was your group process for creating shapes to

model _________ (geometry concept)?

Where in the real world do you see these shapes?

How many variations of shapes do you think were

presented today?

What were the attributes of the shapes you observed

other students perform?

understanding of geometry, shapes, and patterns

into ways that describe the relationship of real

objects with each other?

In what ways did this lesson help students engage

with geometry and understand its relevance?

In what ways did the students articulate the

different concepts present in geometry through

their bodies?

How did creating shapes deepen students

understanding of geometry?

How did the students work collaboratively to create the geometric shapes?

How did students discussion after each sharing

demonstrate their understanding of geometry?

Reflecting on their process, to what degree were

students expressing metacognition?

What further inquiry into geometry are the students interested in pursuing?

How did this lesson work for you? How would you

change the lesson to make it more effective?

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