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Turning the Triangle: The Dance of da Vinci

Last changed: 06/13/2018 9:41pm
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2 , 3 , 4 , 5 , 6 , 7 , 8
Dance Math
Grade Level Program Alignment
2 other
The in-school workshop is 60 minutes for each classroom.
The performance is approximately 75 minutes long.
Combo of In-School Workshop & Offsite Performance Day one is an in-school workshop introduces students to the intersection of geometry, math and dance in preparation for them to see "The Dance of da Vinci" performance.

Day two is an off-site performance to see "The Dance of da Vinci" performed by Sonia Plumb Dance Company at the University of Saint Joseph. A Q&A with the dancers and choreographer follows each performance.

HOFFMAN AUDITORIUM IN THE BRUYETTE ATHENAEUM
University of Saint Joseph
1678 Asylum Avenue
West Hartford, CT 06117
March
$10 0
yes Email , In-Person , Phone
music, oversized protractor, handouts
Dry markers and whiteboard or equivalent.
Space large enough for moving in. This can be the classroom with the desks moved out of the way or an auditorium.
I CAN identify geometrical shapes.
I CAN classify two-dimensional figures.
I CAN draw a polygon.
I CAN make a triangle with my body.
I CAN make a triangle with my classmates.
I CAN watch a dance performance with my classmates and understand the meaning behind it.
"The Dance of da Vinci" is a 75-minute dance broken into four sections that correspond to Leonardo"s work. Section 1 is focused on his work as a sculptor, painter and observer of human movement. Section 2 is inspired by his observations of animals, not only for drawing purposes but also how they equate to human behavior and vice versa. Section 3 draws from his work as an architect, machine builder, and inventor. Section 4 brings it all together.
The "Dance of da Vinci" is performed by 8 dancers. It is supported with original music, Italian renaissance madrigals, projections and light. While the main "technique" is modern, I pull from ballet, hip-hop, acrobatics, Renaissance dance and Cross-Fit. Dance is movement refined. Humans move. The in-school workshops are based on grade level curriculum. For example, grade 2 focuses on recognizing and drawing shapes having specified attributes, such as a given number of angles or a given number equal faces. Identifying triangles, quadrilaterals, pentagons, hexagons and cubes. Grade 5 focuses on understanding and classifying two-dimensional figures in a hierarchy based on properties. Grade 8 focuses on understanding congruence and similarity using physical models (the dancers).
The performances are open to an integration of all grade levels. We suggest that the younger grades attend the earlier performances (9:30) and the older grades the later performances (11:00 and 1:30).
Renaissance humanism is relevant now more than ever - that we cannot continue to separate science from math from art from dance from humanity in our schooling and in our lives. The Renaissance, especially under Da Vinci"s watch spurred an incredible amount of inquiry, invention, thought and art in many forms. We need that inquiry and forward thinking again to allow humanity to flourish and to survive.
March 6, 9:00 am 250 tickets
March 6, 11:00 am 250 tickets
March 7, 9:00 am 250 tickets
March 7, 11:00 AM 250 tickets
Caregivers could attend the performance and assist the teachers in maintaining audience etiquette.

Grade 2

Geometry. 2.G1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
DA:Cn10.1.2.b. Respond to a dance work using an inquiry-based set of questions (for example, See, Think, Wonder).

Grade 3

Geometry 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 he 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.
DA:Cn10.1.3a. Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different.

Grade 4

Geometric measurement: understand concepts of angle and measure angles. 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
DA:Cn10.1.4.a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas or perspectives.

Grade 5

Classify two-dimensional figures into categories based not heir properties. 4. Classify two-dimensional figures in an hierarchy based on properties.
DA:Cn10.1.5.a. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.

Grade 6

Geometry 6.G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
DA:Cn10.1.6.a. Observe the movement characteristics or qualities observers in a specific dance genre. Describe differences and similarities about what was observed to one's attitudes and movement preferences.

Grade 7

Geometry 7.G. 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
DA:Cn10.1.7.a. Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one's own movement characteristics or qualities and how different perspectives are communicated.

Grade 8

Understand congruence and similarity using physical models, trans- parencies, or geometry software. 1. Verify experimentally the properties of rotations, re ections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.
DA:Cn10.1.8.a. Relate connections found between different dances and discuss the relevance of the connections to the development of one's personal perspectives.