A Day With Dali 3

Description

Students will look at the print, “Persistence of Memory” by Salvador Dali and talk about what they see. Students will discuss the importance of foreground, middle ground and background in a painting. Students will then visually draw a creative clock ticking throughout the day, utilizing the sky to tell morning, afternoon and evening as the hands on the clocks move!

All In A Row, Adding In A Row 1

ALL IN A ROW

Addition Tableau

ALL IN A ROW: ADDITION TABLEAU

Learning Description

Students will represent numbers with their bodies. They will work together to form addition sentence tableaux in order to visualize how 1-, 2-, and 3-digit addition works.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can play a role in an addition tableau.

Essential Questions

  • How can the arts help to clarify mathematics concepts?

 

Georgia Standards

Curriculum Standards

Grade 1:

MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Arts Standards

Grade 1:

TAES1.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

 

South Carolina Standards

Curriculum Standards

Grade 1:

1.NSBT.1.c. Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup)

Arts Standards

Grade 1:

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

Place Value - The value of where the digit is in the number, such as units, tens, hundreds, etc.

Arts Vocabulary

Statue (Statues) - An actor frozen in a pose.

Tableau (Tableaux) - A group of actors frozen to create a picture.

 

Materials

Plus (+) and equal (=) sign placards that can stand on the floor (one possibility – written with marker on an inverted file folder - or part thereof – and capable of standing like a tent).

 

Instructional Design

Opening/Activating Strategy

Letter Statues
Introduce or review what a statue is – an actor in a frozen pose. Explain that the students will make letter statues with their bodies. Call out one letter at a time and have them make the letters. Use a drum, another percussion instrument, or clapping to cue the statues. Encourage students to be creative, using full body, limbs, fingers, etc., and exploring the possibilities of standing, kneeling, sitting, lying down, etc., as appropriate for the classroom space. Use observational language to comment on the different ways in which students use their bodies to create the statues.

 

Work Session

Number Statues

  • Repeat the process with numbers (single digits). After exploring multiple possibilities, inform students that they will focus on making number statues that use their whole bodies, and for which they will remain standing. Practice standing number statues.
  • Ask students how they would make a statue of a number up to 100. Elicit from them, or guide them to, the idea of working in pairs or trios.
  • Introduce or review what a tableau is – a group of actors frozen in a picture. Explain that tableaux often create pictures with characters and settings, but the tableaux today will be of numbers and number sentences.
  • Invite two, and then three, volunteers to model creating a tableaux up to 100. Ask students what each digit in a multiple-digit number represents. Introduce or review the concept of place value. Ensure that students understand that the digit to the left represents a higher place value than the digit to the right, and identify the units: ones, tens, and hundreds places.
  • Have students work in pairs to create a 2-digit number tableau (full-body, standing). Have them work together to say the name of the number together out loud. After creating a number, have them switch positions and say the name of the number with the digits switched. Move among the pairs to confirm that they are expressing each number correctly.
  • If students have grasped the 2-digit numbers and are ready for 3-digit numbers, have them repeat the process in trios. Each trio can explore all the possibilities with their three digits (if the digits are all different, e.g., 1, 2, and 3, there will be six permutations: 123, 132, 213, 231, 312, 321.)
  • Introduce the idea of moving from number tableaux to addition sentence tableaux.
  • Invite three students to model a simple addition sentence tableau, e.g., 3 + 4 = 7. Have the students assume their positions, and then have them speak the sentence together. (Note: this is an opportunity, if relevant, to introduce or reinforce the Commutative Property of addition by having the addends switch places.)
  • Provide plus and equal sign tent cards and have students work in trios to create addition sentence tableaux.
  • Use the same process, first modeling and then having the students work in small groups, to move into more complex addition sentences: adding two 1-digit numbers that result in a 2-digit sum (e.g., 5 + 7 = 12), adding a 1- and a 2- digit number together, without and then with sums that require making a new ten (e.g., 31 + 7 = 38, and then 29 + 3 = 32), and then adding two 2-digit numbers, without and then with sums that require carrying to the tens and hundreds places (e.g., 45 + 12 = 57, then 24 + 19 = 43, then 74 + 38 = 112).

Teaching Tips:

  • As appropriate to the class, use established addition strategies (counting on, making ten, etc.) to calculate sums, and advance only as far in the sequence of complexity as the class can manage.
  • This may be a lesson that is done over time. The first step may best be suited for when single digit addition is taught, then adding 2-digit addition as the concept is taught, and so on.

 

Closing Reflection

Ask students: How did you use your bodies to create letter and number statues and addition sentence tableaux? Which were more challenging, letter statues or number statues? How do we determine the name and value of a 2- or 3-digit number? How did you determine your place or role in the number sentence?

 

Assessments

Formative

  • Students should be able to calculate answers to the mathematical problems.
  • Students should accurately represent the numbers with their bodies.

 

Summative

Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.

 

Differentiation

Acceleration: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For acceleration, there should be greater complexity and more independent (unguided, in pairs, trios, quads, and more) work.

Remediation: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For remediation, there should be less complexity, more modeling, and more full-class, guided work.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Mary Gagliardi and updated by Barry Stewart Mann

Revised and copyright: August 2022 @ ArtsNOW

Dance Graphs

DANCE GRAPHS

DANCE GRAPHS

Learning Description

Students will interpret data on graphs and use the information to explore dance composition, form, and order of choreography.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Dance & Math
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can group and interpret data.
  • I can recognize different types of graphs.
  • I can interpret data in a graph to create choreography.

Essential Questions

  • How can dance and movement be used to demonstrate understanding of graphs and data interpretation?

 

Georgia Standards

Curriculum Standards

Kindergarten:

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.Grade 1:

MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESDK.RE.1 Demonstrate critical and creative thinking in dance

ESDK.CN.3 Identify connections between dance and other areas of knowledge

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.

K.MDA.4 Represent data using object and picture graphs and draw conclusions from the graphs.

Grade 1:

1.MDA.4 Collect, organize, and represent data with up to three categories using object graphs, picture graphs, t-charts and tallies.

1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

 

Key Vocabulary

Content Vocabulary

Graph - A diagram that shows the relationship between two or more things.

Data - A collection of individual facts or statistics.

Analyze - Examine a subject methodically and in detail, typically in order to explain and interpret it.

Arts Vocabulary

Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers.

Choreographer - A person who creates dances.

Level - The vertical distance from the floor that a dancer occupies during a movement

Plane - An imaginary flat surface running through the body.

 

Materials

  • Music source and speakers
  • Graphs/Data, printed or projected

 

Instructional Design

Opening/Activating Strategy

Teacher tallies the number of students born each month. Students group birthdays into seasons.

As a group, lead students in a warm up that includes these dance elements:

  • Levels, body shapes, plane
  • Locomotor and non-locomotor movements
  • Identify these dance elements so that students learn dance vocabulary.

 

Work Session

Movement Discovery
Look at a variety of types of graphs and discuss:

  • The basic, overall shapes of each graph, i.e., a bar graph may be described as rectangular while a pie chart may be called a circle
  • Looking inside the graphs, how different shapes and symbols express data in each example, i.e., a pie chart contains angles while a picture graph may contain hearts and stars.

Collaboration:

  • Divide the class into small groups and assign either a picture or a bar graph to each group, using various examples of graphs.
  • Students describe the graph form (overall form and form of value symbols) using the dance vocabulary and concepts from warm-up
  • Students assign dance movements to the visual expression of the form of the graph, i.e., bars on a bar graph may be jumps; stars on a picture graph may be spins.

Choreographic Process:

  • Students analyze the data that the teacher gathered at the beginning of class: How many students have birthdays in each season?
  • Students draw the data in their assigned graph.
  • Create a graph dance by sequencing the movements from the previous step so that they reflect the data, i.e., a bar graph with data of 5 and 2 may include a person standing on their toes and extending their arms overhead 5 times and another person repeating the movement 2 times.
  • Students decide how to order the data, such as least to most or progression of seasons in the calendar year.
  • Students decide how to demonstrate the type of graph, as well as data.

Performance and discussion:

  • Perform each group dance.
  • The audience identifies which type of graph the peer group is presenting.
  • The teacher asks questions about the data represented in each graph dance (How many? How many more? How many fewer? Which season had more birthdays? the most? fewer? the least?).

 

Closing Reflection

The audience explains how movement observed represents the form of the graph, as well as the data.

Groups explain why they chose certain movements to express the data and form of their graph.

 

Assessments

Formative

  • Students engage in a collaborative discussion about movement choices, graph form, and data.
  • Students correctly use dance vocabulary during the discussion.

 

Summative

  • Students correctly interpret their assigned data.
  • Students present choreography that accurately portrays their assigned data.
  • Students/audience will accurately identify and interpret the data expressed in peer choreography.

 

Differentiation

Acceleration: Show dance photos that contain multiple dancers; count the dancers and then express the data in scaled picture or bar graphs. Suggested photos in Additional Resources, below.

Remediation: Analyze data and draw it in different types of graphs as a whole class and then divide into small groups to create choreographies.

Additional Resources

Classroom Tips:

Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.

Suggested dance photos for first grade acceleration:

Two dancers:
https://commons.wikimedia.org/wiki/File:MX_MM_BALLET_FOLKL%C3%93RICO_DE_M%C3%89XICO_-_40289925045.jpg

Four dancers
https://commons.wikimedia.org/wiki/File:Ballet_Flamenco_de_Andaluc%C3%ADa19_(48628989227).jpg

Six dancers
https://commons.wikimedia.org/wiki/File:Opening_Performance_and_Address_(52146422509).jpg

Eight dancers
https://commons.wikimedia.org/wiki/File:Dance_Ensemble_Sofia_6_Women.jpg

Ten dancers
https://commons.wikimedia.org/wiki/File:NIGERIA_Group_Dance1.jpg

Remediation: Analyze data and draw it in different types of graphs as a whole class and then divide into small groups to create choreographies.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy

Revised and copyright: August 2022 @ ArtsNOW