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Props, handouts, scenes or stories based on selected unit or topic
Simple furniture or cubes to represent components of the setting, if needed

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 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 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.

In Math takes the Stage teachers may select any Math unit combined with a Language Arts text, if desired. Teacher/Teaching Artist collaboration ensures that the art form and content align to fully support student learning. (See Additional Notes for examples)

Acting skills and movement join forces with math concepts and calculations to increase student understanding of geometric shapes and spatial relationships applied to real world challenges.

The residency typically consists of 5 sessions with the possibility of related teacher directed classwork in between. Each meeting incorporates a warm-up, a brief review, 1-2 drama activities, moments of self-reflection, a summary, and a preview.

Session1 builds comfort, confidence, concentration, and creativity, as students participate simultaneously "alone together" . Using movement and frozen shapes, children physically become components of familiar indoor or outdoor locations, learning basic elements of scene design.

Sessions 2 and 3 guide students to identify key elements of settings from a selected grade-level text or improvised scenes. As a class or in small groups, students use estimation and measurement to draw simple floor plans of each environment. Becoming the elements or using furniture pieces available in the classroom, students implement their designs and act out simple scenes.

Session 4 challenges students to revise their choices based on personal experience, peer suggestions and teacher feedback; collaborating to create a unique Sharing of their settings and scenes.

Session 5 solidifies student learning in both Math and Drama by presenting scenes and reflecting on their own work; as well as observing and responding to the work of others.

Personal exploration, interaction with partners and collaboration in small groups supports equal participation throughout the creative process. Activities and handouts can be applied to other topics and used in small groups or centers throughout the year.

1-3 are welcome to assist in the classroom, if the teacher desires.
Parents, guardians and administrators could watch the informal Share in Session 5.