Dramatic Geometry (elementary)
Last changed: 05/20/2019 12:26pm
| K , 1 , 2 , 3 , 4 , 5 | |
| Theatre | Math |
| Grade Level Program | Integration |
| 5 | 45 min |
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Five, 45- 60 minute sessions with a Sharing or other culminating project for individual classes or the entire grade level during Session 5 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 to allow time in between sessions for completion of classroom activities/assignments designed by the Teaching Artist with the Classroom Teacher(s). The program is designed to be taught in conjunction with the Geometry Unit in the Math Curriculum. If scheduling the program at a different time of year, the Teaching Artist will collaborate with the classroom teacher(s) to adapt the program to incorporate math skills from the curricular unit being covered or to review and reinforce previous learning. *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. |
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| In-School Short Term Residency | |
| All year | |
| $10 | 0 |
| yes | In-Person |
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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 |
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A drawing of the 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 Tools for measuring (rulers, yardsticks, tape measures, etc) Copies of handouts for students, if needed One copy of related text selected from Language Arts or Social Studies curriculum for use by the Teaching Artist Copies of key reference materials/sample activities from the classroom for the Math unit to help the Teaching Artist support each 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/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 to use in Session 4 and for the entire grade for Session 5. |
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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. (Grade 5) 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. |
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Students enthusiastically meet Math challenges when solving real world problems. In Dramatic Geometry, skills in acting and movement join forces with math concepts and calculations to increase student understanding of geometric shapes and spatial relationships. Students develop responsibility to themselves and others as they participate in personal exploration, interaction with partners and collaboration in small groups. Drama activities naturally nurture self-regulation skills as students work “alone together”, focusing on their own participation and allowing others to do the same. What students will do: Students are introduced to basic scene design concepts as they use movement and frozen shapes to physically represent components of familiar indoor and outdoor locations. Students then identify key elements in an environment from a selected text or an improvisational scene and use estimation and measurement to individually or collaboratively draw simple floor plans (bird’s eye view). Small groups work cooperatively and creatively to test the functionality of the designs by representing the environment using furniture pieces available in the classroom and acting out a simple scene in the setting. Continued problem solving occurs as students improve the designs based on personal experience, peer suggestions and teacher feedback. Guided to brainstorm, improvise, reflect, respond and revise; each class creates a unique Sharing of their settings and scenes. Activities and handouts provided by the Teaching Artist are ideal for use in small groups and centers and can be applied to other projects throughout the year. Teachers can select a text from the Language Arts or Social Studies curriculum. (ex. fifth grade classes have used Esperanza Rising by Pam Munoz Ryan) If a text is not available, the Teaching Artist can provide options for younger students (ex. George and Martha Stories by James Marshall, Aesop’s Fables) or materials for older students to create original scenes. |
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Depending on the grade/skill level of the students, floor plans can be created individually as free-hand sketches or scale drawings or as a class drawing shapes on a large pad or using the Smartboard. At the discretion of the Teacher(s), one session can 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. *All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator collaborating with Classroom Teachers and Arts Specialists. |
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| 1-3 are welcome, if the classroom teacher desires. They can be most helpful in the 4th and 5th sessions to facilitate preparing and implementing the grade level Share. | |
Grade K |
| Grade K: Mathematics: Geometry: Identify and describe shapes(squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. Cluster #1: Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. |
| Grade K: Mathematics: Geometry: Identify and describe shapes(squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres.Cluster # 2: Correctly name shapes regardless of their orientations or overall size. |
| Grade K: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. a. With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). b. With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., creative drama, process drama, story drama). |
| Grade K: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). |
Grade 1 |
| Grade 1: Mathematics: Geometry: Reason with shapes and their attributes. Cluster # 1: Distinguish between defining attributes (e.g. triangles are closed and three-sided) vs non-defining attributes (e.g. color, orientation, overall size); build and draw shapes to possess defining attributes. |
| Grade 1: Mathematics: Measurement and Data: Measure objects indirectly and by iterating length units. Cluster # 1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. |
| Grade 1: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama). |
| Grade 1: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama). |
Grade 2 |
| Grade 2: Mathematics: Measurement and Data: Cluster # 1: Measure the length of an object by selecting and using appropriate tool such as rulers, yardsticks, meter sticks, and measuring tapes. |
| Grade 2: Mathematics: Geometry:Reason with shapes and their attributes. Cluster # 1: 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. |
| Grade 2: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama). |
| Grade 2: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama). |
Grade 3 |
| Grade 3: Mathematics: Measurement and Data: Geometric measurement: understand concepts of area and relate area to multiplication and addition. Cluster # 6: Measure areas by counting unit squares(square cm, square m, square in, square ft, and improvised units) |
| Grade 3: Mathematics: Measurement and Data: Geometric measurement; recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Cluster # 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. |
| Grade 3: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. a. Participate in methods of investigation to devise original ideas for a drama/theatre work. b. Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work. |
| Grade 3: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Identify the basic technical elements that can be used in drama/theatre work. |
Grade 4 |
| Grade 4: Mathematics: Measurement and Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Cluster #3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. |
| Grade 4: Mathematics: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Cluster #3; Recognize a line of symmetry for a two-dimensional figure such that the figure can be folded along the line into matching parts. Identify the line- symmetric figures and draw lines of symmetry. |
| Grade 4: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers. |
| Grade 4: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. a. Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work. b. Propose the use of technical elements in a drama/theatre work. |
Grade 5 |
| Grade 5: Mathematics: Geometry: Graph points on the coordinate plane to solve real world and mathematical problems. Cluster # 2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |
| Grade 5: Mathematics: Geometry: Classify two dimensional figures into categories based on their properties. Cluster # 2: Classify two-dimensional figures in a hierarchy based on properties. |
| Grade 5: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Participate in defined responsibilities required to present a drama/theatre work informally to an audience. |
| Grade 5: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Demonstrate the use of technical elements in a drama/theatre work. |
