The general rule of them is 50-60 minutes depending on grade level. Conversations with teachers will determine what length the students can handle. Because we are moving learning and sitting learning during various times in the lesson, most often students can handle 60 minutes.
In-School Short Term Residency
In-School Performance intended for individual classes of a grade level to experience separately.
December through May
Phone , In-Person , Email
music, oversized protractor, handouts, video
Dry markers and whiteboard or equivalent for writing and drawing. Smart board with ability to show video.
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. I CAN use a protractor. I CAN identify symmetrical and non-symmetrical shapes. I CAN create parallel lines with my arms and legs. I CAN turn a triangle on paper. I CAN turn a triangle on my body.
The in-school lessons are based on grade level curriculum. For example, grade 2 focuses on recognizing and physically making shapes (triangles, squares, circles). Grade 3 will make quadrilaterals with their partners and categorize (squares, rectangles, etc.) Grade 4 will make and recognize more complex shapes. Depending on grade level, students will learn how to use a protector with varying degrees of complexity. Grade 5 will create large, group shapes such as quadrilaterals integrated with movement sequences going through a variety of shapes and angles.
Caregivers can attend performances and assist the teachers in maintaining audience etiquette.
Geometry. 2.G: Reason with shapes and their attributes: 1. 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.
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Dance: Creating: DA: Cr 1.1.2 a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.
Dance: Performing: Pr 4.1.2 a. Demonstrate clear directionality and intent when performing locomotor and nonlocomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change
Geometry 3.G Reason with shapes and their attributes.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.
Measurement and Data 3.M: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Dance: Creating: DA:Cr3.1.3 b. Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.
Dance: Performing: DA:Pr4.1.3 a. Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.
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: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
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.
DA.PR.4.4 a. Identify symmetrical and asymmetrical body shapes and examine relationship between body parts. Demonstrate shapes with positive and negative space. Move through general space with an awareness of the other dancers. Establish relationships with other dancers through focus.
Geometry 5.G: Classify two-dimensional figures into categories based on their properties. 3: Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Geometry 5.G: Classify two-dimensional figures into categories based on their properties. 4. Classify two-dimensional figures in a hierarchy based on properties.
DA:Pr4.1.5 a. Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.
DA:Cr1.1.5 b. construct and solve multiple movement problems to develop choreographic content.