Dance/Movement

6th Grade: One-Step Equations, Ensemble Squash

Richards Middle School

Ledwick – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to solve a one-step equation.
Students will be able to represent different parts of a one-step equation with their bodies.
Students will be able to work together, using appropriate communication and empathy.

Integration Area/Subject:

Math & Dance

State Standards:

MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

DMSPFD.2 Understands and models dance etiquette as a classroom participant, performer, and observer.

Materials/Playing Space:

Open space at the front of the classroom

Description:

The teacher explained the activity as using our bodies to display a math equation, rather than writing the equation out. For example, “How would you show ‘equals’ with your body?” The student representations may vary. We made a sample equation as a class. The teacher called up 5 students to represent the equation “x-4=10.” One student was the “x”, one student was the “-” and so on.

Once the students understood what their role was, she gave them a new equation (y+3=5) and told them they had 20 seconds to create that equation with their bodies. The students had to work together to make sure all parts of the equation were represented and none were repeated.

After the equation had been formed, she asked the students in the equation to solve for “y.” This meant that the “y”, “=” and “5” stayed where they were, and the “+” became a “-” next to the “5” and the “3” followed. This made the new formation “y=5-3.” Finally, to solve the equation, the “-” left the picture, and the two people representing the 5 and 3 made a new picture that represented 2.

Once the teacher and PAIR Specialist broke down the expectations of the activity, helping the students through this first equation, the students were able to do the following equations faster and with less assistance. At this point, the teacher was able to say “make this equation…Now solve for x…” Making the students more self sufficient.

Notes:

The set up to this activity is key! With a strong set up of instructions, the lesson should run smoothly.

6th Grade: Measurement, Pineapple Rhinoceros

Richards Middle School

Ledwick – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to talk about different ways to measure items.
Students will be able to compare measurements of multiple different items.
Students will be able to show with their bodies the difference in size of multiple items.

Integration Area/Subject:

Math & Dance

State Standards:

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:

Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered.

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

Compare and contrast abstract and literal movement.
Explore the qualities of expression in performance.

Materials/Playing Space:

Students can stand by their desks for this activity

Description:

This activity was used as an intro to a measurement unit. The PAIR Specialist first asked the students what they thought of when they heard the word “measurement.” They threw out words such as “inches, feet, meters, liters, pounds, grams, centimeters, etc.”

The PAIR Specialist then introduced the arts strategy, Pineapple Rhinoceros. The PAIR Specialist explained that when she said 10, the students would be 100% pineapple and when she got to 1, the students would be 100% rhinoceros. The numbers in between would be their process of morphing from one shape to another.

Once we went from 10-1 and 1-10 with movements, we talked about what we would use to measure 100% pineapple and 100% rhinoceros and how those units of measurement were different. We continued this process two more times and the teacher was able to step in and take over the game. The students were able to talk about measuring things by both size and weight.

6th Grade: Government, Sculptor/Clay

Richards Middle School

Cowart – Austin Sargent

Learning Objective/Exit Outcomes:

Students will be able to describe the difference between autocracy and democracy.
Students will relate those differences into sculpting different frozen pictures using the body positions of their classmates.
Students will be able to accurately sequence movement principles as the move along a continuum from autocracy to democracy and vice versa.
Students will work in collaborative teams both as performer, participant, and observer.

Integration Area/Subject:

Social Studies & Dance

State Standards:

SS6CG1 Compare and contrast various forms of government.

Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)].

MSD.CR.2 Demonstrates an understanding of dance as a form of communication.

Compare and contrast abstract and literal movement.
Explore the qualities of expression in performance.
Explore how theatrical elements (e.g. costuming, lighting) contribute to the meaning of the dance.

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

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
Demonstrate concentration and focus with respect to self and others in the performance of skills.
Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.

Materials/Playing Space:

Open space at the front of the classroom

Description:

The PAIR Specialist introduced the lesson by establishing the rules for Sculptor/Clay. That Clay’s job was to wait until molded, and the Sculptors job was to inform the clay how to position their body into one still position.

PAIR Specialist brought up two volunteers as examples. We first molded the dictator, and asked observers for descriptions of a dictator. Based on the answer, PAIR Specialist would think of a way of physically representing that idea (Dictators are violent and strong–PAIR Specialist might mold the volunteer clay into having strong fists.) Pull three or four characteristics of a dictator. Then PAIR Specialist molded the Democratic Leader by following the same process (Democracies are run by the people who vote for their leaders–PAIR Specialist might mold the volunteer clay into a handshake position.) PAIR Specialist checked for comprehension before moving on–both for understanding of Sculptor/Clay and for Social Studies Comprehension.

The PAIR Specialist split the class into halves, and each half was told to elect a sculptor. This sculptor was then instructed to mold the rest of the group into either a democracy or autocracy. Same concept and principle as the example, except this time there was more clay to use. Sculptors now had to think about a complete picture rather than just one leader. Students were given time to sculpt, allot as much time as you see fit.

After the sculptures were complete, Teacher helped students analyze the other’s movements. What could you see in this sculpture that helped you know it was one form of government or the other? What about their body position gave you clues?

After the debrief, a new sculptor was chosen from each group. This time the instruction was given to mold their group into the opposite form of government they just had–but now the sculptors could only give 4 instructions. Instructions could be for the whole group of clay, or individuals, but they only had four changes they could make. The PAIR Specialist and Teacher helped by brainstorming with students and by providing clear structure (First, Next, Then, Last).

After the allotted time, sculptures were again analyzed and groups moved from their original picture to the first adjustment, second, third and fourth. This created a very specific movement sequence that could be analyzed at any step. Students debriefed after each movement sequence and went back to their desks.

Notes:

This activity very easily transitioned into a writing activity, where students had to imagine they were overthrowing an autocracy, and now having to set up a new democracy. They were asked to think about the point of view of multiple sides and analyze how their new system of government would change the preexisting structure.

6th Grade: Dividing Fractions, Ensemble Squash

Richards Middle School

McDowell – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to solve a fraction division equation.
Students will be able to represent fractions with their bodies.
Students will be able to show how their body positions change as the problem is solved.
Students will be able to practice teamwork and communication with their peers.

Integration Area/Subject:

Math & Dance

State Standards:

MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.

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

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
Demonstrate concentration and focus with respect to self and others in the performance of skills.
Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.

Materials/Playing Space:

Open space at the front of the classroom

Description:

The PAIR Specialist explained the activity as using our bodies to display a math equation, rather than writing the equation out. For example, “How would you show ‘equals’ with your body?” The student representations may vary. Then we made it a little bit more complex. We explained to the students that we would use two people to represent a fraction. The person representing the denominator would kneel and the person representing the numerator would stand behind them. We made a sample equation as a class. The teacher called up 5 students to represent the equation “2/3 divided by 1/3.” One student standing represented a 2 while their partner who was kneeling represented a 3. Someone was the division sign. Then the next partner pair was a 1 standing and a 3 kneeling.

We then asked the students what would change in the equation as we take the first step to solve it. The partnership representing 2/3 stayed the same. The division sign had to turn into a multiplication sign and the 1/3 partnership had to switch places, making the 1 kneel and the 3 stand. The teacher then asked them what the answer to this equation would be.

Once the students understood what their role was, the teacher gave them a new equation and told them they had 20 seconds to create that equation with their bodies. The students had to work together to make sure all parts of the equation were represented and none were repeated.

Once the teacher and PAIR specialist broke down the expectations of the activity, helping the students through this first equation, the students were able to do the following equations faster and with less assistance. At this point, the teacher was able to say “make this equation…Now show me the first step to solving it…And what would the answer be?” Making the students more self sufficient.

Notes:

Set up is key for this activity. The students will be more successful with a full practice round where the teacher demonstrates what they are doing with their bodies and how they should change for the second equation. If the students had really mastered this process, you could ask them to represent the answer with their bodies using all people in the group.

6th Grade: Critiquing Art, Exploding Atom

Richards Middle School

Purvis – Jen Weisphal

Learning Objective/Exit Outcomes:

Students will engage in collaborative discussion.
Students will be able to state an opinion and defend that opinion with their knowledge of the content.
Students will be able to recognize group movement as a form of storytelling.
Students will learn to think critically about other opinions.
Students will recognize that all opinions are valid and should be treated respectfully even if the opinions differ from their own.

Integration Area/Subject:

Visual Art & Dance

State Standards:

VA6.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

Engage in supportive peer review through formal and informal assessment and idea development.
Use the language of art to identify how meaning is conveyed in works of art.
Describe and analyze the aesthetic qualities of specific works of art.

VA6.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.

Write responses to works of art through various approaches.

MSD.CR.2 Demonstrates an understanding of dance as a form of communication.

Compare and contrast abstract and literal movement.
Explore the qualities of expression in performance.

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

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
Demonstrate concentration and focus with respect to self and others in the performance of skills.
Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.

Materials/Playing Space:

All open space in the classroom

Description:

The teacher had students stand in a circle around the desks in the room. The PAIR Specialist explained that, should you agree with the statement made about the piece of art being looked at, you should move to the center of the room. If the students disagree with the statement, they should move to the walls of the room. As with any statement, there may also be a variance where the students partially agree or disagree and, in this case, the students are welcome to find a place in between the center and outside of the room.

The PAIR Specialist made a statement about the art, such as, “The woman standing up in this painting is the most important part of the piece.” Students then made their choice on whether they agreed, disagreed, or partially agreed with their body movement. The PAIR Specialist and teacher then took thoughts from students on what made them agree or disagree with that statement.

The PAIR Specialist also encouraged students to move within the space should someone else’s thoughts and opinions challenge and change their own, so that students are considering, in real time, how other people’s thoughts can affect their own views.

The teacher then asked specific questions to do with the art being looked at, connecting to perspective, foreground, background, and the story behind the various works of art to further encourage the thought process of what the artist intended for you to look at and to derive from their paintings.

6th Grade: Combining Like Terms, Ensemble Squash

Richards Middle School

Sands – Meagan Cascone

Learning Objective/Exit Outcomes:

Students will be able to combine like terms.
Students will be able to simplify an equation.
Students will be able to use their bodies to represent a given equation and that equation in its simplest form.
Students will be able to add and subtract fractions.

Integration Area/Subject:

Math & Dance

State Standards:

MGSE6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers.

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

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
Demonstrate concentration and focus with respect to self and others in the performance of skills.
Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.

Materials/Playing Space:

Open space at the front of the classroom

Description:

We made a sample equation as a class. The equation was “3/4 + n= 1/4+ 2n.” The teacher called up 9 students to represent the equation. One student standing represented a 3 while their partner who was kneeling represented a 4. Someone was the plus sign. Someone was the “n.” Someone was the “=.” Then the next partner pair was a 1 standing and a 4 kneeling. We had another “+” and then someone representing “2n.”

We then asked the students what would change in the equation as we take the first step to solve it. The partnership representing 3/4 stayed where they were, the “+” changed to a “-” and the 1/4 moved next to it. The equal sign and 2n remained. The “+’ became “-” and the n followed next to it. This made the new representation read as 3/4-1/4=2n-n.

The teacher then asked the people on each side of the “=” to simplify. This meant that 4 people now represented 1/2 and 3 people represented n. Our final representation was 1/2=n.

Once the students understood what their role was, the teacher gave them a new equation and a new group of students and told them they had 20 seconds to create that equation with their bodies. The students had to work together to make sure all parts of the equation were represented and none were repeated.

Once the teacher and PAIR specialist broke down the expectations of the activity, helping the students through this first equation, the students were able to do the following equations faster and with less assistance. At this point, the teacher was able to say “make this equation…Now show me the first step to solving it…Show me in its simplest form.” Making the students more self sufficient.

Notes:

The set up is key. Take the time to go through each step. Once you do that, the students will have a better understanding and be able to do it faster and more independently the next time.