Moving Shapes K-1

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: K-1
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can identify 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

Kindergarten:

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Grade 1:

MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. This is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions.

Arts Standards

Kindergarten: 

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

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

dance.

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

and observer.

ESDK.PR.3 Recognize the relationship between human anatomy and movement.

  1. Identify basic body parts and how they move.

Dance Georgia Standards of Excellence

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

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

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

ESD1.PR.4 Understand and apply music concepts to dance.

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).

K.G.3 Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used.

K.G.4 Analyze and compare two- and three-dimensional shapes of different sizes and orientations using informal language.

Grade 1:

1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color).

1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape.

1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.

1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle,

hexagon, rhombus, trapezoid, and circle).

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 - A 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.

Pathway - Patterns created in the air or on the floor by the body or body parts, as a dancer moves in and through space. 

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, i.e., circle, square, curved, angular.
  • Use a handle question to prompt students to look for shapes as they dance and then name them when the warm up is completed.

 

Work Session

PROCESS

  • Discuss and explore the concepts of curved and angular shapes, as well as pathways. 
  • Identify shapes like circle, square, oval, or triangle as curved or angular. 
  • Divide students into groups and have them create “shape dances” in which the pathways traveled and shapes created correspond to an assigned shape. Students will then perform their “shape 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.
  • 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 appropriately. 
  • Students identify the shapes 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.
  • 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 dance to a different song with a different or faster/slower beat. 
  • Ask students to turn 2D shapes into 3D shapes or visa-versa. 
  • Ask students to create shapes in pairs of students, by using pathways, levels, and partner relationships. 
  • Ask students to partition two-dimensional shapes into two or four equal parts and then modify their dances accordingly to reflect the partitions. 

Remediation: Ask students to name, describe, and demonstrate their shapes.

 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

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Weather Moves K-1

WEATHER MOVES

WEATHER MOVES

Learning Description

In this lesson, students will explore how movement can represent different types of weather. Students will then choreograph a brief movement phrase that uses energy qualities to demonstrate one of the types of weather.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the characteristics that make each type of weather unique.
  • I can represent the characteristics of each type of weather through appropriate movement qualities.

Essential Questions

  • What are the characteristics of different types of weather?
  • How can you use movement and tempo to represent the characteristics of different types of weather?

 

Georgia Standards

Curriculum Standards

Grade 1:

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

  1. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).

Arts Standards

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

 

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

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

 

Key Vocabulary

Content Vocabulary

  • Weather - The atmospheric conditions at a specific place and time, including factors such as temperature, humidity, precipitation, wind speed, and visibility. It can change rapidly and is influenced by various factors such as geographic location, time of year, and local topography; often described in terms of conditions like sunny, rainy, cloudy, stormy, or snowy

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Tempo - The pace or speed of movement

 

Energy qualities:

  • Swinging - Established by a fall of gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
  • Sustained - Smooth and unaccented; there is not apparent start or stop, only a continuity of energy
  • Percussive - The quality of movement characterized by sharp starts and stops; staccato jabs of energy
  • Vibratory - Quality of movement characterized by rapidly repeated bursts of percussive movements like “a jitter”
  • Suspended - Occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
  • Collapsing - A quality of movement showing a release of tension, which can be performed at a fast or slow tempo. A slow collapse can be described as a melting or oozing motion.

 

Materials

  • Pictures that show different types of weather including sunny, rainy, thunderstorm, tornado, snowy, windy, foggy, etc.
  • Music to portray the feeling of different weather types
  • Weather riddles (one per group/pair)

 

Instructional Design

Opening/Activating Strategy

  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • Element of Body - First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
    • Element of Energy - Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Element of Space - Levels: Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats or the carpet.

 

Work Session

  • Display a picture that depicts sunny weather.
  • Discuss with the students the type of weather shown and how they are able to determine the weather even though they aren’t physically there.
    • For example, what type of clothes are people wearing? What can we see in the sky?
  • Introduce students to different types of energy or movement qualities, such as sustained, percussive, suspended, swinging, collapsing and vibratory.
    • Model different movements and have students copy them. Say an energy word, such as collapsing, and have students create spontaneous movements that demonstrate this energy quality.
  • Next, introduce students to different tempos: Fast, moderate, slow.
    • Ask a student to demonstrate a movement.
    • As a class, practice the movement with a fast, moderate, and slow tempo.
  • Turn on upbeat music. Brainstorm ways to demonstrate sunny weather with movement. For example, upbeat, sustained energy, gestures that reflect rays of sunshine.
    • Ask students to volunteer to show examples of what sunny weather might look like to them. Facilitate an informal discussion about how the student’s movement demonstrated sunny weather after they perform their movement.
  • Repeat the process with other weather words:
    • Rain - Fast tempo, vibratory/percussive
    • Thunder/lightning - Moderate tempo, sustained movements interrupted by huge explosive jumps, angular shapes to show lightning
    • Tornado - Fast tempo, sustained energy utilizing the transverse plane (lots of turns at different levels, maybe stationary but low spins on bottom building up to high level turns-try turning in the air)
    • Snow - Sustained and/or vibratory energy, fluffy snow (graceful and slow) versus ice (angular and fast)
    • Wind - Sustained and moderate with occasional fast tempo to transport from one point to the next
    • Fog - Slow, sustained "blanketing the space" in long horizontal tableaux
  • Divide students into groups or partners. Each partner will receive a weather riddle.
    • Students will determine what type of weather is being described and create a three movement phrase to demonstrate that type of weather.
      • Students should use what they learned in the lesson about movement and dance to effectively communicate their type of weather through movement.

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will determine what type of weather the performers are representing based on their movement phrase.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the types of weather and energy qualities that would be associated with that type of weather, ability to decipher their riddles, and ability to collaborate with their partner/group to create a movement phrase representing their type of weather.

 

Summative

CHECKLIST

  • Students can identify the characteristics that make each type of weather unique.
  • Students can represent the characteristics of each type of weather through appropriate movement qualities.

 

DIFFERENTIATION 

Acceleration: Challenge students to create a logical weather sequence, such as sunny weather that turns cloudy and then rainy. Students should choreograph a dance that demonstrates this sequence using what they learned about dance.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography from three to one.
  • Read riddles as a whole class; the whole class will respond to each riddle with a movement that they think matches the type of weather described.

*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: Whitney Jones. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

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