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Turning the Triangle: The Dance of da Vinci 2.0 (elementary)

Last changed: 05/29/2019 2:23pm
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2 , 3 , 4 , 5
Dance Math
Grade Level Program Alignment
1 60 min
Combo of In-School Workshop & Offsite Performance Day one is an in-school workshop introducing students to the intersection of geometry, math and dance in preparation for them to see "The Dance of da Vinci 2.0" performance. Students will be taken through a series of tasks to make geometrically shapes with their bodies and in small groups.

Day two is an off-site performance to see "The Dance of da Vinci 2.0" performed by Sonia Plumb Dance Company Friday Nov. 8th 10 am and 12:30 am at Greater Hartford Academy of the Performing Arts, 15 Vernon St, Hartford, CT 06106. A Q&A with the dancers and choreographer follows each performance.

Greater Hartford Academy of the Performing Arts, 15 Vernon St, Hartford, CT 06106
November 2019 January 2020
$10 0
no 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
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 2.0 Student Matinee" is a 60-minute dance broken into four sections that correspond to Leonardo"s work. Section 1 (Vitruvian Man, Vitruvian Quartet and Artists' Studio) focuses on Leonardo's work as a sculptor, painter and observer of human movement. Section 2 (Elephants and Dragons) 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 (War Machines and Clocks) draws from his work as an architect, machine builder, and inventor.
Section 4 (Taking Flight) brings it all together.
The "Dance of da Vinci 2.0 Student Matinee" is performed by 6 dancers. It is supported with original music, Italian renaissance madrigals, projections and light.
The in-school workshops are based on grade level curriculum. For example, grade 2 focuses on recognizing and physically making shapes (triangles, quadrilaterals, pentagons, hexagons, etc.). Included in the workshop is phrase based learning to introduce students to the performance movement they will see.
Friday Nov. 8th 10 am and 12:30 am
450 TICKETS FOR EACH SHOW.
Caregivers can attend performances 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.