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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 Danc... Read more

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.

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... Read more

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.