Dramatic Geometry (middle)Last changed: 05/20/2019 12:26pm
|6 , 7 , 8|
|Grade Level Program||Integration|
Five, 60-90 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 Math Teacher, the program may be completed in 1 or 2 weeks or spread out to allow time in between sessions for covering material from the curricular unit or completing classroom activities/assignments created by the Teaching Artist in collaboration with the Classroom Teacher.
The program is designed to be taught in conjunction with the Geometry Unit in the Math Curriculum. If necessary to schedule the program at a different time of year, the Teaching Artist will work with the classroom teacher to adapt the program to incorporate skills from the current unit 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.
|In-School Short Term Residency|
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 Math 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 and 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 the 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 the Math 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.
I can use shapes/movement to create an indoor or outdoor location, identify key elements and sketch a simple floor plan (bird’s eye view) using geometric shapes and appropriate spatial relationship.
I can use design concepts, measurements and mathematical calculations to create a scale drawing of a floor plan representing a location from a familiar text or original scene.
I can collaborate with peers to combine several settings into one overall production design and create a scale drawing of a floor plan, a perspective rendering and/or 3-D model of the set for a specific stage space.
Math + Movement = Student Mastery of real world problem solving.
In Dramatic Geometry students discover math everywhere – in the classroom, the Arts and everyday life. Theatre activities and set design provide tools that make Math an active partner in academic success.
Drama activities naturally nurture self-regulation as students experience a balance of ease and challenge, choice and structure, movement and table work, individual exploration and group collaboration that builds skills throughout the creative process.
What students will do:
Movement activities introduce concepts of set design as students physically become components of familiar indoor/outdoor environments. The class then lists locations from a text they have read (ex. A Long Walk to Water, To Kill a Mockingbird). Each student chooses one and works in a small group reviewing the text to compile details of that setting, individually sketch a floor plan, compare and contrast designs and make adjustments before each transfers their ideas to a scale drawing.
Approaching the task of combining designs for 3-4 different scenes, students consider stage dimensions, number of characters and action in each scene, shape/arrangement of elements and angles/levels for visibility. Using representations of standard rectangular and triangular platforms, groups test possible arrangements before creating a scale drawing that accommodates several locations in one production floor plan. Groups present final designs to the entire class, as students give/receive feedback and assess the merits of each.
*Students like “ moving in Math class, contributing ideas and working in groups.”
Many want to add non-standard elements to enhance their designs and/or create 3D models from their floor plans.
*Teachers note a curricular link to Scale Factor and Transformations.
*If no text is available from the Language Arts curriculum the Teaching Artist provides prompts for creating short original scenes.
If space and time permit, students may represent their setting with furniture available in the classroom and improvise a scene to test the functionality of the design.
Following the residency, students may extend their learning with perspective drawings/renderings, 3-D models or written explanations of the mathematical operations utilized.
At the discretion of the Math Teacher, one full session or portions of 2-3 sessions 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.
*All ACTive Learning Through Drama Programs have been developed and implemented by a professional Theatre Educator collaborating with Classroom Teachers and Arts Specialists.
|1-3 are welcome, if the classroom teacher desires.|
|Grade 6: Mathematics: Geometry: Solve real-world and mathematical problems involving area, surface area, and volume: Cluster #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.|
|Grade 6: Mathematics: Geometry: Solve real-world and mathematical problems involving area, surface area, and volume: Cluster #3: Draw polygons in the coordinate plane given coordinates for the vertices; use the coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.|
|Grade 6: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.|
|Grade 6: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Articulate how technical elements are integrated into a drama/ theatre work.|
|Grade 7: Mathematics: Geometry: Draw, construct and describe geometrical figures and describe the relationships between them. Cluster #1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing in a different scale.|
|Grade 7: Mathematics: Geometry: Solve real-life and mathematical problems involving angle measure, area, surface area,and volume. Cluster #5: Use facts about supplementary, complementary, vertical and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.|
|Grade 7 Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.|
|Grade 7: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Choose a variety of technical elements that can be applied to a design in a drama/theatre work.|
|Grade 8: Mathematics: Geometry: Understand congruence and similarity using physical models, transparencies or geometry software. Cluster #1: Verify experimentally the properties of rotations, reflections, and translations.|
|Grade 8: Mathematics: Geometry: Understand and apply the Pythagorean Theorem. Cluster # 7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.|
|Grade 8: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.|
|Grade 8: Theatre: Performing: Anchor Standard 5:1: Develop and refine artistic techniques and work for presentation. b. Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.|