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Turning the Triangle: The Dance of da Vinci 2.0 (6 - 8)

Last changed: 07/09/2024 5:35pm
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6 , 7 , 8
Dance Math
Grade Level Program Alignment
1 60 min
In-School Workshop Intended for individual classes to experience separately
All year In-School,
$10 0
no In-Person , Phone , Email
music, oversized protractor, handouts
Dry markers and whiteboard or equivalent.
I CAN find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
I CAN recognize and describe dance genres AND I can describe differences and similarities about what was observed to one's attitudes and movement preferences. I CAN discuss and demonstrate how the movement characteristics or qualities differ from one's own movement characteristics or qualities and how different perspectives are communicated.
This is an in-school workshop that introduces students to the intersection of geometry, math and dance. Students watch a recorded portion of "The Dance of da Vinci 2.0" performance by Sonia Plumb Dance Company. Dance of da Vinci corresponds 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. 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.). Renaissance humanism is relevant now more than ever - that we cannot continue to separate science from math from art from dance from humanity in our schooling and in our lives. The Renaissance, especially under Da Vinci"s watch spurred an incredible amount of inquiry, invention, thought and art in many forms. We need that inquiry and forward thinking again to allow humanity to flourish and to survive.

Grade 6

Geometry 6.G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
DA:Cn10.1.6.a. Observe the movement characteristics or qualities observers in a specific dance genre. Describe differences and similarities about what was observed to one's attitudes and movement preferences.

Grade 7

Geometry 7.G. 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
DA:Cn10.1.7.a. Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one's own movement characteristics or qualities and how different perspectives are communicated.

Grade 8

Understand congruence and similarity using physical models, trans- parencies, or geometry software.
1. Verify experimentally the properties of rotations, re ections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
DA:Cn10.1.8.a. Relate connections found between different dances and discuss the relevance of the connections to the development of one's personal perspectives.