Classroom Resource

Math + Arts: Geometry in Dance

Subject Area

Mathematics
Arts Education

Grade(s)

4

Overview

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dances with symmetrical figures.

 

There are three options for this lesson, depending on class needs and time available:

  1. Frame, Focus, and Reflection (view and discuss): observe symmetry in dance and relate it to paper folding.
  2. Short hands-on activity: observe symmetry in dance and relate to geometric shapes and angles.
  3. Project: compare and contrast two Early American dances and choreograph a dance with symmetrical figures.
Mathematics (2019) Grade(s): 4

MA19.4.29

Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

Unpacked Content

UP:MA19.4.29

Vocabulary

  • Symmetry
  • Two dimensional figure
  • Line of symmetry

Knowledge

Students know:
  • Characteristics of lines of symmetry.

Skills

Students are able to:
  • Define a line of symmetry for a two-dimensional figure.
  • Identify and draw lines of symmetry for two-dimensional figures.

Understanding

Students understand that:
  • a line of symmetry divides a shape into two parts such that when folded on the line, the two parts match.
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.1

Identify ideas for choreography generated from a variety of prompts and source materials.

Unpacked Content

UP:AE17.D.4.1

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • 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 music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.2

Find a solution to a movement problem by manipulating the elements of dance.

Unpacked Content

UP:AE17.D.4.2

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • 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 music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Mathematics (2019) Grade(s): 4

MA19.4.29

Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

Unpacked Content

UP:MA19.4.29

Vocabulary

  • Symmetry
  • Two dimensional figure
  • Line of symmetry

Knowledge

Students know:
  • Characteristics of lines of symmetry.

Skills

Students are able to:
  • Define a line of symmetry for a two-dimensional figure.
  • Identify and draw lines of symmetry for two-dimensional figures.

Understanding

Students understand that:
  • a line of symmetry divides a shape into two parts such that when folded on the line, the two parts match.
Link to Resource
https://aptv.pbslearningmedia.org/resource/5c8b17ce-1b19-4e43-a91c-02cbb6f79310…

CR Resource Type

Lesson/Unit Plan

Resource Provider

PBS
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Custom

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/

Approved Date

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