Turning the Triangle: Geometry and DanceLast changed: 08/09/2017 8:28am
|3 , 4 , 5|
|Grade Level Program||Integration|
|Combo In-School Performance & In-School Workshop||- In-School Performance (intended for the entire grade level to experience together)|
|yes||Email , In-Person , Phone|
|music, sound system, oversized protractor|
|Copies of handouts/study guides as needed, white board or large paper pad, markers to write with, pencils, protractors or rulers, copies of reflection forms||Classrooms will need to have a large enough space for students to move around. Generally, pushing desks back towards edges of the room will provide enough space. Another solution is to have access to an auditorium stage or gym for the class work. Pre- and culminating presentations work best in an auditorium setting. We will need access to electrical outlets for sound.|
I CAN recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement.
I CAN create and perform a dance that I made with my classmates.
Turning the Triangle: Geometry and Dance supports the learning of geometric concepts through seeing and creating with modern dance. Students will be able to identify traingles: isosceles, scalene, obtuse, as well as understanding parallel lines,
symmetry, angles, degrees by making shapes with their own bodies as well as by identifying them on others. The residency will lay the foundation for the 5th grade curriculum by reinforcing the ideas of patterns and symmetry. They will become flexible thinkers. Students will be asked to create and identify specific angles on their own bodies as well as in groups. Example: students can make a right angle by bending the elbow 90 degrees. They can create an isosceles triangle in groups of three. Through physical interpretations of these angles, students will create dances based on their discoveries. One group may create a dance based on all acute angles. Students will discover they can move through space in the shape of a triangle by turning, jumping or walking that shape. They will be asked to measure the angles on each other’s bodies with an oversized protractor.
|Caregivers can hand out programs during the performance.|
|3.G.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.|
|Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.|
|DA:Cr3.1.3 b. Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.|
|DA:Pr4.1.3 a. Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.|
|4.MD.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.|
|4.MD.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement|
|DA.CN.10.4 b. Investigate an idea from another discipline of study and express the information through movement. Communicate how the movement expressed the ideas and what was learned from the experience through oral, written, visual or movement form.|
|DA.PR.4.4 a. Identify symmetrical and asymmetrical body shapes and examine relationship between body parts. Demonstrate shapes with positive and negative space. Move through general space with an awareness of the other dancers. Establish relationships with other dancers through focus.|
|5.G.3: Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.|
|5.G.4: Classify two-dimensional figures in a hierarchy based on properties.|
|DA:Pr4.1.5 a. Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.|
|DA:Cr1.1.5 b. construct and solve multiple movement problems to develop choreographic content.|