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Many students are challenged to see the connections between classroom math and its use in daily life. In Dramatic Geometry students learn grade-level math concepts by applying them to the ... Read more

Many students are challenged to see the connections between classroom math and its use in daily life. In Dramatic Geometry students learn grade-level math concepts by applying them to the process of simple set design. Students identify and recreate key elements in an environment from either a selected text or an improvisational scene. Drama skills in acting and movement join forces with math concepts and calculations to increase student understanding of geometric shapes and spatial relationships. Sessions include personal exploration and reflection, interaction with partners or in small groups and full class discussion.

What students will do:

Students are introduced to basic scene design concepts and types of stage spaces and will use movement and frozen shapes to physically represent components of familiar indoor and outdoor locations. From a selected scene, students identify and organize key elements from the environment and use estimation and measurement to individually and collaboratively draw simple floor plans (bird"s eye view). Groups test the functionality of their designs using furniture pieces available in the classroom to create the environment and act out a simple scene in the setting. Continued problem solving occurs as students revise and improve the designs based on personal experience, peer suggestions and teacher feedback.


Bring Math center stage with recent projects or select stories/plays/poems from Language Arts or topics/events/situations from Social Studies or Science:

A Long Walk to Water by Linda Sue Park - 7th graders created settings and acted out scenes from the text gaining understanding of the environment of the story and the math concepts involved in the design process.

Original Scenes "“ groups of 4th, 5th and 6th graders applied everyday characters, situations and locations (Who, What, and Where) to the same simple script to create distinctively different scenes.

*See Additional Notes for possible adaptations

Five, 45 minute sessions with a Sharing or other culminating project for individual classes or the entire grade level during the fifth session The length of each session can b... Read more

Five, 45 minute sessions with a Sharing or other culminating project for individual classes or the entire grade level during the fifth session

The length of each session can be extended to accommodate a middle school schedule.

Classes are typically held once a week. However, at the discretion of the teacher(s) the program may be completed in 1 or 2 weeks or spread out further to allow time for completion of classroom activities/assignments designed by the Teaching Artist with the Classroom Teacher(s).

The program can be designed and scheduled to introduce, integrate throughout or serve as a follow-up to the selected curricular unit.

*If the school calendar does not allow for 5 visits, the Teaching Artist can provide an adjusted version of the residency with 3 or 4 sessions.

Props needed for Drama activities to supplement available classroom resources Originals for handouts or prompts to be used with activities during class or conducted by the clas... Read more

Props needed for Drama activities to supplement available classroom resources

Originals for handouts or prompts to be used with activities during class or conducted by the classroom teacher to deepen student learning between sessions

Additional simple furniture pieces or cubes to represent components of the setting to supplement available resources, if needed.

A drawing including dimensions of the school performance space, possibly created with the students prior to the Teaching Artist's second visit.Non-lined paper or graph paper an... Read more

A drawing including dimensions of the school performance space, possibly created with the students prior to the Teaching Artist's second visit.

Non-lined paper or graph paper and pencil for each student.

Easel and large pad of paper with markers, if available.

Tools for measuring (rulers, yardsticks, tape measures, etc)

Copies of handouts for students, if needed.

Text for any selected Language Arts, Social Studies or Science connections

Copies of key reference materials/sample activities from the classroom for the math unit to help the Teaching Artist support the Classroom Teacher's approach and priorities.

Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups.Access to tables/... Read more

Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups.

Access to tables/desks and chairs for writing and/or drawing related to the activities.

If selecting a Sharing for the entire grade, will need a large enough space for all classes to meet together to present and view. Could be a stage, but not required. Should be scheduled for each class individually in session 4 and for the entire grade for session 5

I can identify and describe objects and their relationship in an environment by using names of geometric shapes and appropriate grade-level terminology.I can recognize and/or d... Read more

I can identify and describe objects and their relationship in an environment by using names of geometric shapes and appropriate grade-level terminology.

I can recognize and/or draw geometric shapes to create a simple floor plan (bird"s eye view) for the setting of a scene in a story or play. (Grades K-4)

I can use design concepts, measurements and mathematical calculations to create a scale drawing of geometric figures for a floor plan of a simple set design for a scene from a story or play. (Grades 5-8)

I can collaborate with peers to adapt and revise a simple set design representing a location in a story or play, by performing a scene to test it"s functionality.

Depending on the grade/skill level of the students, floor plans can be free-hand sketches, scaled drawings or one version created as a class placing shapes on a large pad.One s... Read more

Depending on the grade/skill level of the students, floor plans can be free-hand sketches, scaled drawings or one version created as a class placing shapes on a large pad.

One session will focus specifically on the math concepts prioritized for that grade-level and may be led by the Classroom Teacher with support from the Teaching Artist.

Students may demonstrate or extend their learning with grade appropriate drawings/renderings, perspective drawings, 3-D models or written explanations of the mathematical operations utilized.

*All ACTive Learning Programs have been developed and implemented by a professional Theatre Educator collaborating with Classroom Teachers and Arts Specialists.