Physics in Motion through Circus (elementary)Last changed: 05/20/2019 12:29pm
|1 , 2 , 3 , 4||Dance Phy. Education Theatre|
|Both Grade Level and Arts/PE Program||Alignment|
|Combo In-School Performance & In-School Workshop||
For either all grade levels or
individual classes or grades.
|no||Email , Phone|
|Props and lessons on physics through circus skills|
|Large Paper Pad or Blackboard to write physics movments||
Classroom or multi-purpose room with open spaces for students to move safely.
Linda Peck arrives 45 minutes early to set up.
Connect my movements to anothers to understand how
motion, force and momentum works.
Work with others to create a machine using body movements ( for example an assembly line of movement and motion) where students participate in moving energy and matter( eg. balls) to create a form that represents the components of motion, force and momentum.
Using circus arts like object manipulation( juggling, ball rolling etc), work with others to explore motion, force and momentum, and what creates these to occur.
First, students will collaborate with small movements illustrating motion and force through push and pull motions together. Next we add momentum using gestures and repetitive motions. Students will connect with one another physically using critical thinking to problem solve how one movement leads to another. Students take one step at a time where balance and support are integral to build trust and confidence. Next students will learn how to balance feathers, and move objects through the air and connect motion, force and momentum to these activities.
Finally, the students work in small groups to create a machine for example, an assembly line with the juggling balls using the elements we addressed motion, force and momentum. The teaching artist helps students to make connections between moving and balancing objects with the physics properties of motion, force and momentum.
Students will understand in larger ways how to relate physics through circus skills including prop manipulation and balance.
In this program students will learn:
Circus skills and relate trajectory and time /space moments integratrating force, motion, stillness, and momentum.
Spatial Relationships working together to choreograph coordinate, communicate and designate to create a piece that helps them link motion and force.Depending upon grade level,students are taught either more complex object , balancing skills or less complex movement skills.
|I send a follow up study guide review of what we did in the workshop for teachers to review with the students by email.|
|Students watch their teachers and emulate them. Therefore if possible I have the teacher participate, help, go around and give input and work with students with their own ideas if doable.|
|Grade 1: PE: Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance S2.E3 Speed, Direction Force Differentiates between fast and slow Differentiates between strong and light force.|
|Grade 1: Space Systems: Patterns and Cycles: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. DCI: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.|
|Grade 1: Theatre: Performing: :Anchor Standard 5: 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).|
|Grade1: Theatre: Responding: Anchor Standard 9:Apply criteria to evaluate artistic work. a. Build on others ’ideas in a guided drama experience (e.g., process drama, story drama, creative drama).|
|Grade 2 PE Standard 2 The physically literate individual applies knowledge of concepts, principals, strategies and tactics related to movement and performance. a.Travels demonstrating low, middle and high levels. b.Travels demonstrating a variety of relationships with objects (e.g., over,under, around,through). STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others S4.E4 Worksindependently with others in a variety of class environments (e.g., small and large groups) .|
|. Grade 2: K-2.Engineering Design: K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. DCI: Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.|
|Grade 2: Theatre: Creating:Anchor Standard 3: Refine and complete artistic work. c. Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama.|
|Grade 2: Theatre: Performing:Anchor Standard 5: 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 : PE STANDARD 2 Movement Concepts/Speed Direction, Force The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E3 Movement Concepts/Speed , Direction, Force Combines movement concepts(direction, levels, force, time) with skills as directed by the teacher.|
|Grade 3: Forces And Interactions: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. DCI: PS2.A: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)|
|Grade 3: Creating:Anchor Standard 3: Refine and complete artistic work. a. Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work.|
|Grade 3: Responding:Anchor Standard 8: Interpret intent and meaning in artistic work. c. Examine how connections are made between oneself and a character’s emotions in drama/theatre work.|
|Grade 4 : PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance S2.E2 Moving Concepts; Pathways, Shapes and Levels Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments.|
|Grade 4: ENERGY: 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. CDI: The faster a given object is moving, the more energy it possesses.|
|Grade 4: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. b. Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.|
|Grade 4: Theatre: Performing:Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. b. Make physical choices to develop a character in a drama/theatre work.|