Enumclaw School District -
Dance
January and February
Sample Target Learning
Assessment Criteria
Target: Moves in self space
and general space.
Dance Focus Lesson 1a:
Self and General
Space in Dance
January and February
Dance Infused Lesson 1b:
Attributes of
Polygons: Stretchy
Shapes
Criteria: Performs nonlocomotor actions on one spot
and locomotor actions through
the room.
Target: Identifies and
describes two dimensional
polygons.
Criteria: Draws and explains
the attributes of four shapes;
parallelograms, rectangle,
square, triangle.
T~
.u GRADE ARTS CURRICUL
Dance
Standard
AEL 1.1 concepts:
Math Standard
N/A
levels
Dance! Math
Vocabulary
Dance:
general space
kinesphere
locomotor
movement
non-locomotor
self space
shadowing
space
AEL 1.2 skills and
techniques:
mirroring
AEL 2.2 artistic
process;
creates/performs
AEL3.1
communicates
ideas
AEL 1.1 concepts:
3.4.C:
Dance:
shapes
Identify and describe
special types of
quadrilaterals
locomotor movement
non-locomotor
shape
AEL 1.2 skills and
techniques:
Concentration and
muscle control
AEL 2.1 applies
the creative
process: organizes
shapes into a
creative work
Math:
congruent
parallelogram
polygon
rectangle
shape
square
triangle
M
Enduring Understanding
Moving in one spot (self-space)
with non-locomotor movements
and/or through space with
locomotor movements can reflect
the types of movements we see in
everyday life.
Number and type of angles, and
number and length of sides can
describe and identify shapes.
ARTS IMPACT INSTITUn:
SSO
PLAN Core Program Year 1 Arts Foundations
DANCE LESSON - Self and General Space in Dance
Artist-Mentor:]o petroff
Grade Levels: K - Fifth Grade
Examples:
Enduring Understanding
Moving in one spot (self-space) with non-locomotor movements and/or through space (general space)
with locomotor movements can reflect the types of movement we see in everyday life.
Target: Moves in self-space and general space.
Criteria: Performs non-locomotor actions on one spot and locomotor actions through the room.
Target: Moves in self and general space leading or shadOWing a partner.
Criteria: Dances in one spot (non-locomotor action) or through space (locomotor action) with a
partner, performing movement as a leader in front or copying/shadowing movement as a
follower in back.
Target: Moves in self and general space in a small group either leading or shadOWing.
Criteria: Dances in one spot (non-locomotor action) or through space (locomotor action) as a
member of a group performing movement as a leader in front or copying/shadowing movement
as a follower in back.
Teaching and Learning Strategies
1. Leads students in BrainDancewarm-up. (Originally developed by Anne Green Gilbert,
video reference: BrainDancel Variations for Infants through Seniors). Music: Eric Chappelle, #20
"Potpourri" from Music for Creative Dance, Volume III. Demonstrates the dance using the
following sequence of movement patterns:
Tactile: Rub hands. Tap body lightly from head to toe. Stomp feet;
Breath and Core-Distal: Breathe in through the nose and out the mouth. Repeat. Gradually
increase the size of the breath, growing from the center of the body when you inhale, and
shrinking when you exhale;
Head-Tail: Curl the body forward from head to tailbone. Curl it backwards. Repeat forward and
back. Curve from side-to-side several times;
Upper Half: Stabilize the lower half of the body and only the top half dances;
Lower Half: Stabilize the upper half of the body. Only the bottom half dances, staying in one
spot;
Body-Half Right: Stabilize the left side of the body and only the right side dances;
Body-Half Left: Stabilize the right side of the body and only the left side dances;
Swing: SWing upper body up and down several times;
Cross-Lateral: Reach across the body with one hand and then the other. Repeat several times.
Explore other cross-lateral movements, e.g. elbow to opposite knee or hand to opposite foot;
Spin and Jump: Spin clockwise. Stop and jump in place. Spin counterclockwise. Stop and jump
in place for 4 counts.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
When students have finished the warm-up, directs students' attention to the fact that the warmup stayed in one spot. They weren't dancing throughout the room. Prompts: Dancers have
specific language to describe how they use space. We refer to selfand general space. In this
lesson we will be exploring selfand general space.
Student: Participates in warm-up according to teacher prompts.
2. Introduces concepts of self and general space using a movement exploration:
Move and Freeze. Music: Eric Chappelle, #2 "Rock and Stop", Music for Creative Dance,
Volume III.
g. Introduces the concept of kinesphere-space bubble or personal space. Prompts: This is
the amount ofspace your body uses as it moves or freezes. Expand your kinesphere or shrink
it. Your kinesphere always needs empty space to move or freeze in.
Q. Introduces concepts of self-space (actions on one spot) and general space
(movements that travel through the room). Uses the dance word signs to reinforce concepts for
visual learners. Directs the students to move in self or general space while the music plays and
to stop, frozen, when the music stops.
Asks students to move with specific locomotor movements (skip, hop, gallop, etc.)
and non-locomotor movements (twist, shake, melt, bend, etc.) Prompts: Listen to my cues
and 171 tell you if the movement should be in self-space (non-locomotor) or through the general
space (locomotor). Continues to use the dance word signs to reinforce the concept. (This music
has "stops" in the composition, but you can always freeze the action sooner by pressing
"pause". Prompts: Find an empty space to begin. Shake in self-space. Self-space is all the space
you can dance in while staying in one spot. (Music stops.) Freeze. Skip through the general
~.
space. General space is all the space you travel in within a given general area. When we move
in general space it's important to share the space without bumping into each other. Look for the
empty spaces to move in. (Music stops.) Freeze. Twist in self-space, etc.
Student: Moves in self or general space (according to teacher direction) while music plays.
Stops, frozen, when the music stops.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
3. Directs class in Shadowing in self-space, then through the general space. Music:
Eric Chappelle, #1 "Dakota Dawn", Music for Creative Dance, Volume III.
g. Models the activity in self-space: Asks for a student volunteer. Decides which student will
lead and which student will shadow (standing behind leader). After modeling, divides students
into duos. Guides students through shadowing in self-space.
Q. Models the activity in general space. Guides students through shadoWing in general
space. Prompts: The leader moves through general space using locomotor movements which
travel at a moderate pace and which are easily duplicated. Quick or erratic movements are too
difficult for partners to imitate. Leaders always move into empty spaces rather than cutting off
other duos or cutting in between partners.
~.
Guides students through shadowing in self and general space. Makes the activity
more challenging: Guides students to utilize both self and general space when they are leading.
Prompts: Partner :4' uses slow movements in selfor general space. Partner '8' follows using the
same movements. Remember, you have a shadow follOWing your movements. Switch roles.
Student: As leader, moves slowly in self-space choosing non-locomotor movements (twists,
stretches). As partner, moves behind leader copying movements exactly while music plays.
When music stops, partners freeze, then jump and turn to face opposite direction. Trades roles
and repeats. Then participates in shadOWing activity in general space using locomotor
movements with a partner.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
4. Guides students through Shadow Line exploration. Music: Eric Chappelle, #5
"Raggedy March", Music for Creative Dance, Volume III.
Q. Asks for three student volunteers to stand in a line with them in front and the
others behind for Shadow Line. Leads the activity as before (in self and general space).
Uses movements that are moderate in tempo and easily duplicated. Uses lots of repetition.
Prompts: You are the first leader. Remember there are three shadows now. When the music
stops/ all group members freeze. The leader dances to the back of the line (in silence). The next
person is the new leader and moves/leads when music plays. Repeat the process until each
member of the group has been the leader. Cutting off other groups or dancing between other
group members is inappropriate.
.12. Divides students into small groups. Combines duos from shadowing (above exploration
#3) to make lines of 4 (depending on students' maturity, either appoints a first leader or has
the group decide). Guides students through the activity by turning music on and off to facilitate
the change of leadership. Prompts: Line leader~ choose movements that are moderate in
spee~ happen in self-space or travel through the general space/ and use lots ofrepetition.
Please move in the empty space around each line. Don 1: cut through a line.
Student: Explores self and general space with Shadow Lines.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
5. Facilitates discussion of student reflections on the use of self and general space in
their daily lives. Asks students to fill in written self-reflection and personal assessment
worksheet. Prompts: When do you use self-space or general space at home/ on the playgroun~
during sports?
Student: Contributes to class reflection.
Embedded Assessment: Criteria-based reflection, verbal and/or written.
Vocabula
Performing Arts:
general space,
klnesphere,
locomotor,
movement, nonlocomotor, selfspace, shadowing,
space
Materials and Resources
Performing Arts:
Tacoma. WA
Broadway Center for the Performing Arts
Do Jump- Peking Acrobats
WA Essential Learnin s & Frameworks
AEL 1.1 concepts: space
AEL 1.2 skills and techniques: shadowing
AEL 2.2 artistic process: creates, performs
AEL 3.1 communicates ideas
Seattle. WA
University of Washington World Series of Dance
MOMIX. Lar Lubovitch Dance Company, Compagnie La
Calebasse
Pacific Northwest Ballel
Eyes on Dance. Jewels
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
ARTS IMPACT INSTITUT£LESSON PLAN
_
DANCE LESSON - Self and General Space in Dance
SELF-ASSESSMENT WORKSHEET
Student Name:
Performs non-
Performs
locomotor
actions on one
spot
locomotor
actions
through
the room
Self-Space and General Space
Dances in one spot- (non-locomotor
action) or through space (locomotor
action) with a partner, performing
movement
as a
leader
(in front)
copying/shadowing
as a follower
(in back)
Total
Dances in one spot (non-locomotor
action) or through space (locomotor
action) as a member of a small
group, erforminq movement
as a
leader
(in front)
copying/shadowing
as a follower
(in back)
Criteria-based Reflection Questions:
Self-Reflection:
When do you move in self-space on the playground, in the classroom/ at home?
Peer to Peer: When do you move in general space on the playground, in the classroom/ at
home? Discuss it with a classmate.
Name:
Date:
_
Arts Impact Core I - Arts Foundations Summer Instttute - Dance - Selfand Genera/ Space in Dance
6
ARTS
_
IMPA~STITUTE LESSQNo...:;,P-=LA~N:.-
DANCE LESSON - Self and General Space in Dance
ASSESSMENT WORKSHEET
Students
Performs
nonlocomotor
actions on
one spot
Performs
locomotor
actions
through
the room
Self-Space and General Space
Dances in one spot- (non-locomotor
Dances in one spot (non-locomotor
action) or through space (locomotor
action) or through space (locomotor
action) with a partner, performing
action) as a member of a small
movement
group, erforminq movement
as a
copying/shadowing
as a
copying/shadowing
as a follower
leader
as a follower
leader
(in front)
(in back)
(in front)
(in back)
Total
6
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Total
Percentaqe
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
When do you move in self-space on the playgroun~ in the classroom/ at home?
Peer to Peer: When do you move in general space on the playgrounci, in the classroom/ at
home? Discuss It with a classmate.
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Self and Genera/ Space in Dance
_
ABI.S...!M.PACT FAM.=.:I=-=Y:.. ,.jL=E=-:::TT-.. :. =E.:.:R
_
DANCE LESSON - Self and General Space in Dance
Dear Family:
Today we focused on self-space and general space in dance.
•
We explored moving on one spot (self-space) and moving through the room (general space).
•
While moving in self-space and through general space we practiced shadowing a partner
(copying their movements as we moved behind them).
•
We practiced shadowing in small groupsl taking turns being the leader l as we moved in self or
general space.
•
We reflected about when we move in self or general space in our daily lives.
At home you could look for movements in self-space or through general space while watching
characters on TV or when you're outside at the park. When you're reading a book you can picture
whether the characters' actions are taking place in self-space or general space.
Enduring Understanding
Moving in one spot (self-space) with non-locomotor movements
and/or through space (general space) with locomotor movements
can reflect the types of movement we see in everyday life.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
ABJS IMPACT-ARTS-INFUSeD INSTITUTE
LESSON
LESSON TITLE: Attributes of Polygons: Stretchy Shapes
Dance and Math Lesson
Artist-Mentor - Debbie Gilbert
aAri1YR2-A~
Grade Level:
Third Grade
Examples:
Enduring Understanding
Number and type of angles, and number and length of sides can describe and identify shapes.
Target: Creates a dance using a sequence of polygons.
Criteria: Uses body shapes and a prop to represent a series of four shapes: parallelogram,
rectangle, square, and triangle.
Target: Identifies and describes two-dimensional polygons.
Criteria: Draws and explains the attributes of four shapes: parallelogram, rectangle, square,
and triangle.
Teaching and Learning Strategies
Introduction to Arts-Infused Concepts through Classroom Activities:
Arts-Infused Concepts: Polygon (Parallelogram, Rectangle, Square, Triangle); Sequence;
Shape
o Introduce concepts for math instruction: attributes of pOlygons, congruence
o Introduce the BrainDance.
o Introduce dancing safely with the stretchies.
If time is available, explore concepts in everyday life:
o Walk in the shape of a polygon on the playground; name it.
o Draw the shape of a polygon in the air; name it.
o Look for parallelograms, rectangles, squares, and triangles in the world around you; name them.
1. Prepares students for dancing shapes by discussing shapes in math, in dance, and
everyday living. Prompts: This is a lesson that is a dance lesson and a math lesson at the same time.
We71 be making and dancing shapes. In this lesson we'll be concentrating on rectangles/ square~
triangles/ and parallelograms. Where do you see those shapes in the classroom? Tell me what you see
that helps you to name each of these shapes. Analyzes parallelograms, rectangles, squares, and
triangles (number of angles, number of sides, right angles? equal sides? parallel sides?).
Student: Considers and discusses the shared concepts of shape in math and dance and life. Discussion
based on prior knowledge and review of shape attributes.
2. Prepares students for dancing by creating agreements/rules for dance behavior. Prompts:
How can you be creative and safe at the same time? Charts student responses for classroom dance
behaviors.
Third Grade-Dance and Math-Attributes of Polygons
4-1
Student: Contributes to group agreements.
3. leads students in BrainDancewarm-up. (Originally developed by Anne Green Gilbert,
reference: Brain-Compatible Dance Education video: BrainDance, Variations for Infants through
Seniors). Music: "Geometry BrainDance (3rd grade)" #1, Geometl)/ Dances. Prompts: The BrainDance is
designed to warm up your body and make your brain work better at the same time. We'll use a few
examples ofour dance and math word ''shape''as we do the BrainDance. Demonstrates the dance
using the following sequence of movement patterns:
Breath: Inhales and exhales. Repeats. Prompts: Your muscles and your brain need oxygen, so
inhale through your nose and exhale through your mouth.
Tactile: Rubs hands. Taps body lightly from head to toe. Stomps feet.
Core-Distal: Gradually increases the size of the body, growing from the center of the body into a
large square shape and then shrinking back into a small square shape. Repeats. Prompts:
Make a big square shape. Shrink into a small square shape. Grow into a big square shape.
Shrink into a small square shape.
Head-Tail: Stretches into a large rectangle shape. Curls the body forward from head to
tailbone. Returns to the same rectangle shape. Curls it backwards. Returns to the same
rectangle shape. Repeats. Prompts: Make a giant rectangle. CU/ve it forwards. Go back to the
same rectangle shape - a congruent shape. Curl it backwards. Return to a congruent
rectangle shape. Curves from side-to-side several times.
Upper Half and Lower Half: Stabilizes the lower half of the body and only the top half dances,
draWing shapes with different body parts. Prompts: The top halfofyour body is in motion, while
the lower halfis frozen. Draw triangles in the air with your hands, then with your elbows.
Draw parallelograms with your shoulders, then with your nose. Stabilizes the upper half of
the body. Only the lower half dances, staying in one spot. Draws shapes with the lower half of
the body. Prompts: The lower half ofyour body is in motion, while the upper halfis frozen.
Draw triangles on the ground with your feet, then in the air with your knees. Draw
parallelograms on the ground with your feet, then in the air with your knees.
Body-Half Right and Left: Stabilizes the left side of the body and only the right side dances,
drawing shapes in the air. Repeats on the opposite side. Prompts: Your left side is frozen and
only the right side dances. Draw shapes in the air with only the right side ofyour body. Now the
right side is frozen and the left halfdances. Draw shapes in the air with only the left side of
your body.
Cross-Lateral: Reaches across the body with one hand and then the other. Crosses the center of
the body to reach to vertices of a rectangle. Prompts: Use your hands to draw lines crossing
in front ofyour body. Reach across to a high left diagonal, then a high right diagonal, then a
low left diagonal, then a low right diagonal. You are reaching each vertex ofa rectangle.
Repeats several times.
SpinlVestibular: Turns clockwise. Stops and freezes in a shape. Turns counterclockwise. Stops
and freezes in a shape. Repeats. Prompts: Glue your arms to your sides. Turn. Freeze in a
square shape. Turn. Freeze in a rectangle shape. Turn. Freeze in a parallelogram shape.
Turn. Freeze in a triangle shape. Inhale. Exhale.
Prompts: What shapes did you make in the BrainDance?
Student: Participates in warm-up according to teacher prompts.
4. Introduces the dance concepts of locomotor and non-locomotor movement and shape.
a. Demonstrates the concepts. Prompts: Locomotor movements move the body through space.
They travel. Actions of the body that do not cover space and stay in one spot are non-locomotor
movements. When you are frozen, like a statue, you are in a shape.
Third Grade-Dance and Math-Attributes ofPolygons
4-1
b. Directs Move and Freeze with locomotor and non-locomotor movements and shapes. Plays the
drum and cues the students. Prompt: When you hear the music you move and when it stop~ you
freeze in a shape. Use a locomotor move, hopping, to travel through the empty space in the room.
(Plays drum for a few seconds then stops playing.) Freeze in a shape. Use a non-locomotor move,
stretching, to move in one spot (Plays drum for a few seconds then stops playing.) Repeats with
other locomotor movements (e.g. walk, skip) and non-locomotor movements (e.g. shake, bend).
Refers to locomotor and non-locomotor movement chart for additional suggestions.
Student: Analyzes and explores the concepts as cued by teacher.
Embedded Assessment: Criteria-based room scan
5. Guides students in using a prop to dance with locomotor and non-locomotor movements and
shapes.
o Introduces the prop for dancing shapes: stretchy bands. (The stretchies are strips of 4-way
stretch fabric about 3 inches wide and 4-6 feet long tied tightly together to make a loop.) Discusses
how to move safely and appropriately with them. Prompts: How can we dance safely with the
stretchy bands? When you start moving, remember to keep empty space around you.
Find different ways of working with the prop. Do not wrap it around your neck.
What should we do with our props when we are listening to directions (e.g. on the 1900r in front of
you, or "sit criss-cross and make the stretchy disappear'')? Hands a stretchy band to each student.
o Leads a Move and Freeze exploration with the stretchies. Prompts: When you hear the
drum playing, do a non-locomotor movement in one spot with your stretchy. When the drum stop~
freeze in a shape. Now try a locomotor movement that travels through the space when you hear
the drum, and freeze in a shape when the drum stops. Plays the drum and cues students to dance
with the props with non-locomotor movements and locomotor movements and freeze in shapes.
Student: Shares strategies for dancing safely with the stretchies and explores non-locomotor
movements, locomotor movements, and shapes with the prop.
Embedded Assessment: Criteria-based room scan
6. Directs students in making polygon shapes with the stretchies. Demonstrates to fill in
understandings. Prompts: What is a parallelogram? (four side~ four angles, two pairs ofparallel
sides) How would you make a parallelogram with the stretchy? Think about the four angles in the
parallelogram. How can you use your body with the stretchy to show those angles? Demonstrates as
necessary. Describes a few of the different parallelograms created by the students. Repeats the same
process (define the shape, make the shape with the prop, describe student shapes) with rectangles,
squares, and triangles.
Student: Explores making parallelograms, rectangles, squares, and triangles with the prop.
Embedded Assessment: Criteria-based room scan; criteria-based self-assessment
7. Guides choreography of an Instant Shape Dance. Facilitates selection of four shapes
(parallelogram, rectangle, square, and triangle) with stretchies. Puts the shapes into a sequence and
adds music. Music: "Andean Altitude" #14 Music for Creative Dance, Volume II, by Eric Chappelle.
Prompts: We are going to create an instant shape dance. Someone show me a parallelogram shape
with your stretchy. Everyone copy that shape. Make it the same size and shape so it is congruent
Guides students in doing the same with a rectangle, a square, and a triangle. Prompts: Now let's put
them together with music. We'll do the parallelogram shape for 8 count~ the rectangle shape for 8
counts, the square shape for 8 count~ and the triangle shape for 8 counts.
Student: Contributes to group choreography. Dances a sequence of four shapes.
Embedded Assessment: Criteria-based teacher checklist
Third Grade-Dance and Math-Attributes ofPolygons
4-1
8. Leads students through a performance of the Instant Shape Dance followed by a
responding process. Asks half the class to perform the Instant Shape Dance and half to be the
audience, then they will switch roles. Reviews performer and audience behavior. Hint: After each group
performs, collect their stretchies. Prompts: Performers what do you want from your audience? Audience
what do you want from your performers? After the dance is performed, ask the following questions.
Prompts: How did you know the first shape was a parallelogram? How did you know the second shape
was a rectangle? How did you know the third shape was a square? How did you know the fourth shape
was a triangle? Did the dance use locomotor or non-locomotor movement? (non-locomotor) Why?
Student: Performs the dance and responds.
Embedded Assessment: Criteria-based teacher checklist, self-assessment, class critique
9. Directs the students to draw and describe the shapes from the dance to help students
transfer their dance learning into math learning. Distributes Instant Shape Dance Worksheet. Prompts:
Now you'll have a chance to show what you know in writing. Draw each one of the shapes from the
dance and describe them. (Note: This strategy can be done in the dance space, or after students have
returned to their desks.)
Student: Draws and describes the shapes from the dance.
Embedded Assessment: Criteria-based teacher checklist, self-assessment with written worksheet
Before next DANCE lesson:
Math
Math
Math
1. Repeat the BrainDance frequently to reinforce the learning.
2. Explore the math concepts using your math curriculum.
If time is available, explore the concepts in other ways:
3. Use stretchies to explore other polygons;
4. Use pattern blocks or grid paper to create a series of shapes and then use the
stretchies to make the series of shapes.
Independent Practice: Hand dance it! Draw it on paper! Polygons: How many sides?
How many angles? Any sides equal length? Any sides parallel?
Third Grade-Dance and Math-Attributes ofPolygons
4-1
Vocabula
Arts:
locomotor movement
non-locomotor movement
shape
Arts Infused:
congruent
parallelogram
polygon
rectangle
shape
square
triangle
Materials and Community Resource
Performance:
Broadway center for the Perfonning Arts, Tacoma,
WA: DoJump, PekJngAO'Obats
Art Materials or Performance Materials:
CO player
Music for Creative Dance, Volume D
GeomelTy Dances
drum
stretchies
blank paper for group agreements chart
marKers
BralnOance chart
locomotor and non-locomotor movement chart
assessment checklist
student worksheets: instant shape dances
pendIs
WA Essential Learnin s & Frameworks
AEl1.1 concepts: shapes
AEL 1.1.2 prlndples oforganization: creates basic
movement sequences
AEL 1.2 skills and techniques: concentration and
muscle control
AEL 1.4: audience skills: uses criteria to respond to
perfonnance
AEL 2.1 applies creative process: organizes shapes
into a creative work
AEL 4.2: dance and math connection: shape
MEL 1.3.2 geometric sense: understands and applies
attributes and properties to two-dimensional shapes
and figures
Math State Frameworks
Grade 3: uses attributes and properties to identify,
name, draw two-dimensional shapes and figures;
draws and labels two-<llmensional figures given
particular attributes; identifies, names, and
describes the attributes and properties of polygons
Third Grade-Dance and Math-Attributes ofPolygons
4-1
Instant Shape Dance Student Worksheet
Name:
Draw the shape.
Date:
Describe the shape. These questions might help you:
How many angles does the shape have?
How many sides does the shape have?
Are any sides equal in length?
Are any sides parallel?
Are any angles right angles?
1. parallelogram
2. rectangle
3. square
4. triangle
Third Grade-Dance and Math-Attributes ofPolygons
4-1
_
ARTS IMPACT-ARTS-INfUSED INSTIIUn..LESSON...fI:Afi.C(R2-AEMPP..l
LESSON TITLE: Attributes of Polygons: Stretchy Shapes
ASSESSMENT WORKSHEET
Disciplines
Concept
Student
DANCE AND MATH
SHAPE: Polygons
Instant Shape Dance
MATH
SHAPE: Polygons
Instant ShaDe Dance Student Worksheet
Uses body shapes and a prop
to represent a series of four shapes:
paralleloqram rectangle square and trianqle
Draws and explains
the attributes of four shapes:
paralleloqram rectanqle square and trianqle
Total
2
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
Total
Percentage
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection: Draw each one of the shapes from the dance. How would you deSCribe
them?
Peer to Peer: How did you know the first shape was a parallelogram? How did you know the
second shape was a rectangle? How did you know the third shape was a square? How did you
know the fourth shape was a triangle?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Date:
Teacher:
Third Grade-Dance and Math-Attributes of Polygons
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ARTS IMPACT-ARTS-I FUSED LEARNING EA-M..:.::JI:.=Yo.. :L=E:..:.TT..::..:E=.;R..::.. .-
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DANCE AND MATH LESSON - Attributes of P.olygons-Stretchy Shapes
Dear Family:
Today your child participated in a dance and math lesson. We talked about how we could learn more
about shapes in geometry by dancing them.
•
We discussed the attributes of these polygons: parallelogram, rectangle, square,
triangle.
•
We danced while traveling (locomotor movements) and moving in one spot (nonlocomotor movements) and made shapes with our bodies.
•
We used stretchy fabric to make gigantic shapes and created an Instant Shape Dance about the
four polygons.
•
We drew images and described the polygons with words.
•
We learned about the attributes of shapes by describing them, dancing them, and draWing
them.
You could look for parallelograms, rectangles, squares, and triangles in your house or in your yard.
How many sides do they have? Ares any sides parallel? How many angles do they have? Are any angles
right angles?
Enduring Understanding
Number and type of angles, and number and length of sides can describe and identify shapes.
Third Grade-Dance and Math-Attributes of Polygons
4-1