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In Math Takes the Stage, acting skills and movement join forces with math concepts and calculations to increase student understanding of geometric shapes and spatial relationships. By part... Read more

In Math Takes the Stage, acting skills and movement join forces with math concepts and calculations to increase student understanding of geometric shapes and spatial relationships. By participating in personal exploration, interaction with partners and collaboration in small groups, students naturally nurture self-regulation skills as they apply math to real world challenges.

Students learn basic elements of scene design by using movement and frozen shapes to physically become components of familiar indoor and outdoor locations. Next they identify key elements of settings from a selected grade-level text or improvised scenes, using estimation and measurement to draw simple floor plans (bird"s eye view) of each environment.

For example, based on a guided reading of the book Esperanza Rising by Pam Munoz Ryan, students recall the events and characters, choosing key scenes to represent on stage. If a text is not available from the curriculum, the Teaching Artist guides older students in developing their own original scenes or provides younger students with age appropriate selections such as George and Martha Stories by James Marshall or Aesop"s Fables.

Working cooperatively and creatively with peers, students implement their design using furniture pieces available in the classroom and test the functionality by acting out a simple scene in the setting. Continued problem solving occurs as students revise their choices based on personal experience, peer suggestions and teacher feedback.

The residency culminates with each class brainstorming, problem-solving and collaborating to create a unique Sharing of their settings and scenes. Presenting and reflecting on their own work as well as observing and responding to the work of others solidifies learning in both Math and Drama.

Activities and handouts provided within the program are ideal for working in small groups and centers related to other topics throughout the year.

Five, 45-60 minute sessions with a final Sharing day during Session 5 Sessions typically held once or twice a week to best integrate with selected Math unit Schedule determined duri... Read more

Five, 45-60 minute sessions with a final Sharing day during Session 5
Sessions typically held once or twice a week to best integrate with selected Math unit
Schedule determined during pre-planning meeting and based on needs of the school

*The program is designed to integrate with the Geometry unit. If scheduled otherwise, activities can be adapted to incorporate skills from an alternative Math unit.

Chart paper or white board Non-lined paper and/or graph paper for each studentTools for measuring (rulers, yardsticks, tape measures, etc)A drawing showing dimensions of the sc... Read more

Chart paper or white board
Non-lined paper and/or graph paper for each student
Tools for measuring (rulers, yardsticks, tape measures, etc)
A drawing showing dimensions of the school"s performance space
Agreed upon materials or copies
Copy of selected Math unit or chapter and related text for the planning meeting

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/desks/chairs ... 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/chairs for writing and/or drawing activities
A large space or auditorium reserved for Session 4 and Session 5, if sharing with the whole grade level

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 d... Read more

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.

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 chart paper, white board... Read more

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 chart paper, white board or 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.

ACTive Learning residencies integrate theatre into any curricular unit and are structured to provide opportunities for students to: 1) participate comfortably in theatre in the classroom; (2) delve deeply into a specific topic through specially designed drama activities; (3) collaborate creatively on a unique demonstration of their discoveries (4) share and reflect honestly on their work; and (5) give/receive feedback to solidify learning in Theatre and the curriculum.

*All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator collaborating with Classroom Teachers and Arts Specialists.