Classroom Resource

Dancing Shape Attributes

Subject Area

Mathematics
Arts Education

Grade(s)

2, 3

Overview

Students will identify known shapes and describe their properties. They will create the shape with their body.  As a group, they will create a shape with all members. They will change groups and create another shape.  

Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.1

Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

Unpacked Content

UP:AE17.D.2.1

Vocabulary

  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
    • for choreography
  • dance phrase
  • improvisation
  • notation

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
    • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.7

Demonstrate clear directional movement that changes body shape, facings, or pathway in space.

Unpacked Content

UP:AE17.D.2.7

Vocabulary

  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • 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.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
    • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.1

Improvise movements with a variety of self-identifed prompts.

Unpacked Content

UP:AE17.D.3.1

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.2

Select and demonstrate a movement solution for a given movement problem.

Unpacked Content

UP:AE17.D.3.2

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Mathematics (2019) Grade(s): 2

MA19.2.25

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Unpacked Content

UP:MA19.2.25

Vocabulary

  • Attributes

Knowledge

Students know:
  • defining characteristics of basic shapes (triangles, rectangles, squares, circles).

Skills

Students are able to:
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • recognize shapes with specified attributes.
  • draw shapes having specified attributes.
  • determine shapes based on their attributes.

Understanding

Students understand that:
  • shapes may be sorted by many sets of attributes, but their geometric classification is based on certain defining attributes.
Mathematics (2019) Grade(s): 3

MA19.3.26

Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

Unpacked Content

UP:MA19.3.26

Vocabulary

  • Attribute
  • Category
  • Sub-category
  • Opposite sides
  • Angles
  • Quadrilateral
  • Triangle
  • Pentagon
  • Hexagon
  • Septagon
  • Heptagon
  • Octagon
  • Polygon
  • Square
  • Trapezoid
  • Rhombus
  • Rectangle
  • Two-dimensional

Knowledge

Students know:
  • that shapesin different categories may share attributes and that the shared attributes can define a larger category.

Skills

Students are able to:
  • Identify two-dimensional shapes.
  • Sort shapes according to number of sides.
  • Sort quadrilaterals based on the presence or absence of square corners.
  • Draw examples of squares, rectangles, and rhombuses.
  • Draw quadrilaterals that are not rhombuses, rectangles, and squares.

Understanding

Students understand that:
  • Attributes of a shape help make decisions about how to categorize the shape.
  • Certain attributes are needed to belong to the subcategories of rhombuses, rectangles, and squares.
  • Sometimes a shape does not have the attributes needed to belong to the subcategories of rhombuses, rectangles, and squares.
Link to Resource
https://artsintegration.com/2016/05/17/dancing-shape-attributes-steam-lesson/

CR Resource Type

Learning Activity

Resource Provider

The Institute for Arts Integration and STEAM
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://artsintegration.com/terms-and-conditions/

Approved Date

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