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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 calculat... Read more

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.

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 wee... Read more

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.

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 of the dimensions of the school performance space, possibly created with the students prior to the Teaching Artist's second visitNon-lined paper or graph paper and pe... Read more

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 groupsAccess to tables/d... 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 to use in Session 4 and for the entire grade for Session 5.