Moving Shapes 2-3

MOVING SHAPES

MOVING SHAPES

Learning Description

These activities will allow students to discover the concepts of geometry through shape exploration and the creation of choreographic sequences.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify shapes and attributes of shapes  that a dancer makes when performing movements. 
  • I can copy the movements of a dancer to make shapes using my own body. 
  • I can perform movements so that other people can see shapes in my body when I dance.

Essential Questions

  • How can I create shapes by moving my body?

 

Georgia Standards

Curriculum Standards

Grade:2

MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Grade 3:

MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category

(e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Arts Standards

Grade 2:

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer. 

ESD2.PR.4 Understand and apply music concepts to dance.  

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

ESD2.CN.2 Recognize connections between dance and wellness. 

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

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process. 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD3.PR.1 Identify and demonstrate movement elements, skills, technique, and terminology in dance.

ESD3.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

ESD3.PR.4 Understand and apply music concepts in dance. 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts.

2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

Grade 3:

3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other 4-sided shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a larger category (e.g., quadrilateral). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.2 Partition two-dimensional shapes into 2, 

3, 4, 6, or 8 parts with equal areas and

express the area of each part using the same unit fraction. Recognize that equal parts

of identical wholes need not have the same shape.

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.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

Curved Shape - Shape with no angles or vertices. 

Angular Shape - Shape with one or more angles. 

Two-dimensional - Flat figure or shape that does not have any thickness.

Three-dimensional - A figure or shape that has length, width, and depth.

Position - The place where something or someone is located

Arts Vocabulary

Choreographer - A person who creates dances.

Beat - Basic unit of musical time; can be heard as a regular pulse underlying music.

Locomotor - Movements that travel through space. 

Non-locomotor - A movement that does not travel through space.

 

Materials

  • Music recordings
  • Method of playing the recordings including speaker, Bluetooth, HDMI, mp3 
  • Printed images of shapes 
  • Projector (to show images of shapes if they are not printed)

 

Instructional Design

Opening/Activating Strategy

  • Project a selection of dance photos, and ask students to name shapes that they see in the photos
  • Warm-up with students for approximately three minutes
  • During dance warm-up, use movements that convey shapes that can be identified using mathematical vocabulary related to geometry. Include movements that can be divided into parts of two, three, or four, and ask students to make those movements with you. 
  • Use a handle question to prompt students to look for similar attributes in shapes as they dance and then identify them when the warm up is completed.

 

Work Session

PROCESS

  • Discuss and explore the attributes of shapes, including number of sides, faces, angles. Ask students to group the shapes based on similarities of attributes among shapes, and then ask students to demonstrate the attributes using their bodies. 
  • Divide students into groups and have them create “shape dances” in which they create a select number of shapes, emphasizing the attributes that shapes share.
  • Ask students to select one of the shapes from their dances. Ask them to partition the shape and create a dance that reflects the partitions.
  • Students will then perform their “partition dances” for the class. 
  • During the performances, the audience will identify shapes presented with a rationale to substantiate their answers. 

 

Closing Reflection

  • Ask students to name the body parts they used to create shapes and how those body parts moved to create the shapes.
  • Ask students why they chose the shapes that they selected to show with movement.
  • Ask students to describe the connection between math and dance that they experienced in this lesson.
  • Ask students to describe what a choreographer does.
  • Ask students to explain how they worked as choreographers during this lesson.

Assessments

Formative

  • Students perform/move to a steady beat. 
  • Students’ dances match shape criteria (first shared attributes and second partitions) appropriately. 
  • Students identify the partitions being performed.

 

Summative

  • Students identify shapes that dancers, including their peers, make when moving their bodies.
  • Students create shapes using their own movements, including pathways, and optional partnering.
  • Students create and remember a short choreography.
  • Students perform choreography clearly showing shapes in movement.
  • Students move to the beat of a musical rhythm.

 

Differentiation

Acceleration: Ask students to work on different planes (sagittal, vertical, horizontal) to create shapes.

Remediation: Ask students to name, describe, and demonstrate their shapes, shared attributes, and/or partitions.

ADDITIONAL RESOURCES

Classroom Tips:  Clear desks to have an open space and be tolerant of noise and excitement- it is “working noise”! 

*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: Melissa Dittmar-Joy and Julie Galle Baggenstoss

 Revised and copyright:  August 2022 @ ArtsNOW

Back to Modules

A Day With Dali 2-3

A DAY WITH DALI

A DAY WITH DALI

Learning 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!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can tell and write time using an analog clock.
  • I can create landscape artwork that communicates different times of day using color.

Essential Questions

  • How can landscape art help us understand time?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.MDR.6.1 Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.

 

Grade 3: 

3.MDR.5.2 Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.

Arts Standards

Grade 2: 

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA2.CR.2 Create works of art based on selected themes.

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 3: 

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes.

VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.

 

Grade 3: 

3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time intervals within 60 minutes.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork. 

Anchor Standard 2: I can use different materials, techniques, and processes to make art. 

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

Analog clock - A timekeeping device that displays the time through a traditional face with a numbered dial and moving hands

Arts Vocabulary

  • Landscape -
  • Foreground - In a 2-D composition, the visual plane that appears closest to the viewer
  • Middle ground - In a 2-D composition, the visual plane located between both the foreground and background
  • Background - In a 2-D composition, the plane in a composition perceived furthest from the viewer
  • Scale - A succession of sizes in proportional steps; visually, as objects move forward in space, they appear larger

 

Materials

    • Mixed media paper
    • Pencils
    • Colored pencils, markers, or crayons
    • Glue sticks
  • Optional - Oil pastels
  • Optional - Brads and scissors to create moving clock hands

 

Instructional Design

Opening/Activating Strategy

  • Project an image of Salvador Dali’s painting, “The Persistence of Memory”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). Discuss objects in the painting, specifically the melting clock.
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. Ask what inferences students can make about the melting clock (time).
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

 

Work Session

    • Tell students that this painting is an example of a landscape painting. A landscape painting is an artistic depiction of natural scenery such as mountains, valleys, trees, rivers, and forests. It shows a wide expanse of space, rather than an up-close look at a natural image, such as a flower.
      • Landscapes have a foreground, middle ground, and background to create the illusion of space on a two-dimensional surface. Show students the landscape diagram.
      • Artists use scale, size, and proportion to further the illusion. They do this by making things that are supposed to be farthest from the viewer the smallest and things that are supposed to be the closest to the viewer largest.
      • Look at the painting again. Ask students to identify the background, middle ground, and foreground.
      • Ask them to find examples of how Dali used size, scale, and proportion to create the illusion of depth.
    • Tell students that they are going to create their own landscape art showing time.
    • Pass out drawing paper. Have students fold it in half, hotdog style and then fold it in half again hotdog style, so that there are four equal sections.
      • Tell students that the bottom fourth will be the foreground, the second to bottom fourth will be the middle ground, the next fourth will be the background, and the sky will be the top fourth.
      • Have students lightly sketch out a landscape that has a background, middle ground, and foreground.
    • Next, tell students that in their artwork they will show three times of day using color–morning, day, and night.
      • Have students divide their landscape into thirds by lightly sketching two vertical lines from the top to the bottom of their paper to create three sections–the left section will be for morning, the middle section for day, and the right section for night.
      • Show students photos of morning, day, and night, and ask students to make observations about the colors that they see.
      • Have students add color using colored pencils, markers, and/or crayons.
  • Optional: Have students outline their work with Sharpie pen or marker for emphasis.
      • Optional: Have students embellish their art by adding light touches of oil pastel to blend and create a “glow”.

Next, students will draw three circles on a separate sheet of paper, one for each section of the landscape. Each circle will be a clock that shows the time of day represented in each section. Have students represent the time of day on each of their clocks, cut them out, and glue them into the appropriate section on their artwork.
(Alternatively, have students create a clock that is not attached to their artwork. The hands of the clock can be created with brads. Students can move the clock into different sections of their artwork and correspondingly change the time represented on the clock.)

 

Closing Reflection

  • Have students conduct a gallery walk to observe each other’s artwork.
  • Have students select a couple artworks to look at and record the time shown on the clocks in each section of their classmates’ artwork.
  • Facilitate a group discussion and debrief the process. Encourage students to identify a “grow” and a “glow” for themselves.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of landscape artwork, work on landscape art, and ability to identify different times of day using an analog clock.

 

Summative

CHECKLIST

  • Students can tell and write time using an analog clock.
  • Students can create landscape artwork that communicates different times of day using color.
  • Students can create landscape artwork that creates the illusion of depth on a 2D surface using a background, middle ground and foreground.

 

DIFFERENTIATION 

Acceleration: Have students write a narrative to accompany their landscape. The narrative should start at the time of day represented in the morning section and end at the time of day represented in the night section.

Remediation: Have students create landscape artwork for one time of day. Then, have students arrange their artwork from the earliest time of day represented to the latest time of day represented.

 ADDITIONAL RESOURCES

*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: Debi West. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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A Perfect Sacred CIRCLE 4

A PERFECT SACRED CIRCLE

A PERFECT SACRED CIRCLE

Learning Description

In this lesson, students will use angles, geometric shapes and symmetry to analyze and create mandalas, an ancient type of visual art originating in India.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use a protractor to make angles.
  • I can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
  • I can explain how math can be used to create visual art.

Essential Questions

  • How is math used to create visual art?
  • What are angles?

 

Georgia Standards

Curriculum Standards

Grade 4:

4.GSR.7: Investigate the concepts of angles and angle measurement to estimate and measure angles.

 

4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

 

Grade 5: 

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA4.CR.2 Create works of art based on selected themes. 

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.2 Create works of art based on selected themes. 

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures. 

 

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines. 

 

4.G.3 Recognize right triangles as a category, and identify right triangles. 

 

4.G.4 Recognize 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. Identify line symmetric figures and draw lines of symmetry.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Symmetry - The quality of being made up of exactly similar parts facing each other or around an axis 
  • Protractor - An instrument for measuring angles, typically in the form of a flat semicircle marked with degrees along the curved edge 
  • Geometric shapes - Figures or forms that have a specific form and structure, defined by a set of points and lines
  • Angles - A measure of the amount of turn or rotation between two intersecting lines, line segments, or rays

Arts Vocabulary

  • Mandala - A geometric figure representing the universe in Hindu and Buddhist symbolism; the artform originated in India
  • Symmetrical balance - The quality of being made up of exactly similar parts facing each other or around an axis
  • Analogous colors - Colors that are next to each other on the color wheel
  • Complementary colors - Two colors across from each other on the color wheel
  • Primary colors - Colors from which all other colors are made: Red, yellow and blue
  • Complementary colors - Colors made by combining two primary colors: Orange, violet and green
  • Neutral colors - Brown, tan, black, gray and white

 

Materials

  • Mandala examples
  • Protractors
  • Pencils and erasers
  • Square paper
  • Rulers 
  • Colored pencils or marker
  • Digital image of a Color Wheel

 

Instructional Design

Opening/Activating Strategy

*This strategy can be in partner and individual work. 

 

  • Project an image of Tibetan monks creating a sand mandala. 
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the mandala. 
    • Next, ask students to share their observations with a partner.
    • Project, write or say several mathematical terms such as geometric shapes, angles, fractions and symmetry. Ask students to now describe the image in these terms. 
    • Next, ask students to share their observations with a partner.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions. Draw students’ attention to how the artist uses line and shape to make the mandala (observations could include circles within circles, repeating designs, etc.).
  • Explain to students that mandala art is an art form that dates back to 500 BCE in India. 
  • Tell students that they will be creating their own mandalas using mathematical concepts.

 

Work Session

USING A PROTRACTOR TO CREATE A MANDALA

  • Provide students with a blank sheet of paper. Teach students how to use a protractor including the degrees, and increments shown on it.
  • Pass out a printed copy of a mandala to students (one per every two students). 
    • With a partner, have students measure and label the angles that they see in the mandala.
    • Allow students to check their work by projecting a key on the board after students have finished labeling image.
  • Tell students that they will practice using what they learned about using a protractor to create their own mandala.
  • Pass out square paper to students.
  • Demonstrate how to find the center by folding the paper into fourths. 
  • Tell students to use their rulers to draw a horizontal line through the center point of their paper. This will be the reference point for their angles. 
    • Ask students what angle this makes–students should respond with 180˚. 
  • Provide students with requirements for the angles that they should include in their mandalas, such as at least four 45˚ angles, 20 1˚ angels.

 

INCORPORATING PATTERN, SHAPE AND SYMMETRY:

  • Once students have finished, return to the image of mandala. Ask students to describe the lines and shapes that they see. Students should notice the use of geometric shapes and that the lines and shapes create patterns.
  • Ask students to describe how symmetry is used in the design.
  • Students should then fill their mandalas with lines and shapes to create patterns (this can be an additional set of requirements–types of polygons students should use to create patterns).
    • Remind students that their mandalas should demonstrate symmetry.

 

ADDING COLOR:

  • Return to the image of the mandala one last time. Ask students to make observations about the colors. 
  • Show students an image of a Color Wheel and discuss types of color schemes: Complementary, analogous, primary, secondary and neutral. 
  • Students should then add color to their mandalas using colored pencils or markers.

 

Closing Reflection

  • Students should present their mandals to a partner explaining how they used pattern, shape, and angles to create it.
  • Conduct a gallery walk so that students can see how their classmates used math to create their artwork.
  • Facilitate a discussion around the process of creating mandalas and how math is used in visual art.

 

Assessments

Formative

Teachers will assess students by observing students’ responses during mandala analysis and students’ use of a protractor during the practice session.

 

Summative

CHECKLIST: 

  • Students can use a protractor accurately to make angles. 
  • Students can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
  • Students can explain how they used math to create their mandala.

 

Differentiation

Acceleration: 

  • Incorporate numerical patterns to generate designs for mandalas.
  • Have students conduct an independent study on the history of mandalas focusing on how math is used in the design.
  • Challenge students to use fractions to create concentric squares in their design.

 

Remediation: 

  • Allow students to create mandalas with a partner.
  • Instead of having students draw their own angles for the mandala, provide a template of a mandala and have students measure and record the pre-drawn angles.

 ADDITIONAL RESOURCES

 

*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: Carolyn Stoddard. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

Back to Modules

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

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Counting with Cups K-1

COUNTING WITH CUPS

COUNTING WITH CUPS

Learning Description

Help students recognize and cultivate creative and critical thinking using various activities that connect math and music! Consider valuable curriculum connections that assist in the development of problem solving skills through fun and engaging learning experiences.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can identify, speak, and move to a steady beat.
  • I can demonstrate my understanding of counting, patterns, and addition through music.
  • I can compose music.
  • I can explain how I used math to create my musical composition.

Essential Questions

  • How can connecting math and music aid students in their problem solving abilities and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Kindergarten:

K.NR.5.1 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.

K.NR.5.2 Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.

K.NR.5.3 Use a variety of strategies to solve addition and subtraction problems within 10.

K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.

 

Grade 1: 

1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20.

1.PAR.3.1 Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

Arts Standards

Kindergarten:

ESGMK.CR.1 Improvise melodies, variations, and accompaniments.

ESGMK.CR.2 Compose and arrange music within specified guidelines.

ESGMK.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGMK.RE.1 Listen to, analyze, and describe music.

ESGMK.RE.2 Evaluate music and music performances.

ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 1:

ESGM1.CR.1 Improvise melodies, variations, and accompaniments.

ESGM1.CR.2 Compose and arrange music within specified guidelines.

ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGM1.RE.1 Listen to, analyze, and describe music.

ESGM1.RE.2 Evaluate music and music performances.

ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.NS.1 Count forward by ones and tens to 100.

K.ATO.3 Compose and decompose numbers up to 10 using objects, drawings, and equations.

K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

 

Grade 1: 

1.ATO.2 Solve real-world/story problems that include three whole number addends whose sum is less than or equal to 20.

1.ATO.5 Recognize how counting relates to addition and subtraction.

1.ATO.9 Create, extend and explain using pictures and words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns); b. growing patterns (between 2 and 4 terms/figures).

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 2: I can improvise music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Pattern - A repeated sequence that can be found in various contexts, such as art, mathematics, nature, etc; it involves a sequence of elements (like shapes, colors, numbers, or sounds) that follow a particular order or rule
  • Addition - A basic mathematical operation that involves combining two or more numbers to get a total or sum

Arts Vocabulary

  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping
  • Steady beat - An unchanging continuous pulse
  • Timbre - The unique quality of a sound; also known as tone color or tone quality
  • Dynamics - Volume of sound (loudness, quietness)
  • Found sound - Sounds produced by non-traditional sound sources in the environment (e.g., scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Phrase - A musical sentence
  • Retrograde - A musical line which is the reverse of a previously or simultaneously stated line
  • Rondo - A form of composition in which the first section recurs throughout the piece, alternating with different sections (e.g., A-B-A-B-A or A-B-A-C-A, etc.). This form is found especially in compositions of the Baroque and Classical eras.
  • Tempo - The speed of the beat

 

Materials

  • Variety of unpitched percussion instruments (can be “found sound”, such as, scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Plastic cups in various colors and sizes
  • Rhythm sticks or dowel rods
  • Sound source (e.g., computer and speaker)
  • Musical recordings
  • Large pads and markers
  • Paper and writing utensils (pencils, markers, crayons, etc.)
  • Note cards with mathematical equations

 

Instructional Design

Opening/Activating Strategy

Classroom Tips - You may find it helpful to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. Also discuss moving through “space” without touching anything else around. Pretend you are in a bubble and cannot touch anything or anyone in your surroundings.

 

  • Turn on music with a steady beat that is easy for students to follow (or, simply play a steady beat without accompanying music).
  • Students stand in the space (no formation).
  • Leader claps (or plays) the beat while students walk to the pulse.
  • Leader plays four beats (while students move); then students stop and clap four beats (same tempo as leader).
  • Continue the game, moving around the room freely.
  • Have students stop in front of someone and clap their partner’s hands for the second set of four claps.
  • Thus, the sequence becomes:
    • Move to leader’s beat (set 1 = 4 beats)
    • Stop and clap beat alone (set 2 = 4 beats)
    • Move to the leader's beat (set 3 = 4 beats)
      • Stop and clap your partner's hands (set 4 = 4 beats).
  • Have students move to a new partner each time.
  • Extend the sequence by adding additional movements and/or body percussion for subsequent sets of four beats (e.g., move to leader’s beat; clap beat alone; move to leader’s beat; clap partner’s hands; move to leader’s beat; pat beat; etc.).

 

Work Session

Wake-up and Warm-up  

  • Tell students that they will continue the activator, but now, they will turn it into a mathematical equation!
    • Example: 4+4=8
  • Experiment with different tempos and different numbers of beats (i.e., slower tempo, use body percussion or instruments to show 3+3=6).
  • Introduce a variety of rhythm instruments if available (rhythm sticks, drum, wood block, triangle, tambourine). Otherwise, use objects around the classroom, such as scraping a ruler along a binder spine, tapping a pencil on a desk.
  • Take time to discuss the various shapes of each instrument (compare and contrast both shapes and sounds—timbre).
  • Use students to demonstrate to group various equations that can be solved.
  • Teacher will have two students play 5+5=10.
  • Arrange students in pairs and pass out equations. Then have students “play” equations and have partners solve the equations.
    • For example if a notecard shows 4+4=8, one student would play 4 beats with one instrument or body percussion (such as clapping) and the other student would have to solve by saying “you demonstrated 4+4=8”.
    • Then switch roles.
    • Then challenge the students to just play the answer (for example, 8). The other student must find a way to “play” 8, such as 2+2+2+2.

 

Question and Answer

  • The format of this strategy will have the question being asked on the first eight beats and the answer on the second eight beats); reverse. Display visuals of numbers.
    1 2 3 4 5 6 7 8
    1 2 3 4 5 6 7 -
    • Have students speak numbers in a given tempo.
    • Have students clap once on each number while speaking; repeat, eliminating speech.
  • Divide the class into two groups.
  • Have students clap twice on one number of their choice; extend to clapping twice on two numbers.
  • Now, incorporate questions and answers. Leader provides a question via clapping the first eight beats; students use part of the question in their answer in the second eight beats (e.g., “use the first part of my question as the first part of your answer”).
    • Extend to other body percussion, found sound, and/or unpitched percussion.
  • Try the strategy using pairs instead of two groups. Divide students into pairs, with one person providing the question and another, the answer; reverse.
  • Incorporate movement; add to a recording if desired (for example, “Hora Agadati” or “Jai Ho”).
    • Have students walk eight beats and then “answer” using body percussion for the next eight beats.
  • Tell students that a phrase in music is a musical sentence. Ask mathematical questions such as, if each phase is eight beats and we have two phases, how many total beats?
  • Extend to ask questions about the patterns.
    • If we walk the first phase, use body percussion the next phrase and then walk the next phrases, that could be called A B A pattern.
  • Have students work in pairs to create a “composition” using rhythm instruments that has four phrases (each phrase must have four beats).
  • Have them label the phrases with capital letters to show the pattern and then show equations for “how they play” each phrase (as demonstrated in the previous activity).

 

Composing with Cups

  • Display different colored cups and have students reach consensus about desired sound for each (e.g., blue – quarter note, yellow – eighth notes, clear – quarter rest).
  • Introduce silently, having students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first.
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.
  • Pause and discuss what students observed about the values of each cup.
  • Next, have individual students create rhythmic patterns for others to perform using the different colored cups.
  • Have students “conduct” their patterns by leading other students in performing them.
  • Variations:
    • Experiment with performing multiple patterns at the same time (having two groups perform simultaneously), reading in retrograde (reverse order), adding dynamics (loud/soft), etc.
    • Add to a recording as desired (such as Sousa’s “Stars and Stripes Together”).
    • Have one group stand behind another group. Have the group standing behind the other group perform a pattern. The group in front will try to recreate it. This can also be done with the two groups facing each other if needed.
  • Finally, have students work in small groups or with a partner to create their own composition with cups. Students should be able to explain mathematical concepts embedded in their composition, such as addition and patterns.

 

Closing Reflection

  • Students will perform their compositions for the group. Discuss appropriate audience participation prior to performances.
  • Ask the audience to help identify mathematical connections.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to “play mathematical equations”, ability to move and speak to a steady beat, and collaboration with groups to compose a musical piece.

 

Summative

CHECKLIST

  • Students can identify, speak, and move to a steady beat.
  • Students can demonstrate understanding of mathematical concepts, such as patterns and addition, through music.
  • Students can compose music.
  • Students can explain how they used math to create their musical compositions.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to add dynamics to and/or change the tempo of their performances and discuss how these changes alter the music.

Remediation: 

  • Scaffold the lesson by composing together as a class and discussing how pattern and addition were used.
  • Reduce the length of the composition students create at the end of the lesson to one phrase of four beats.

*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: Pamela Walker and Maribeth Yoder-White.

Revised and copyright: September 2024 @ ArtsNOW

 

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