Math Rocks!
It is show week and we all know that life in the performing arts world just gets crazier the closer you get to a show. It is times like these that I so very much appreciate the ease that Google Classroom provides for our daily journaling, video sharing, and communication. Instead of looking dauntingly at a pile of spiral notebooks, I have all of my journals complete and graded and ready for after show critiques and the start of the upcoming new unit.
In my last post I referenced a lesson I did with Jazz 4 and involving both easy technology integration but also cross-curricular explorations in math. My Dance Educators class used the Hungry Hippo warm up from this lesson when teaching at Joe Lee Johnson this past week. Enjoy!!
AND…come and see us dance on Saturday!! Free shows at 10am, 1pm, and 4pm, and the Round Rock ISD PAC. All Dance 1–4, Ballet, Jazz, Ballet Folklorico, and Dance & Media classes perform with classes with other schools from the district…INTERSECTION!!
Dance Equations
Objective: To reinforce math skills while choreographing original dance phrases
Unit Options: Modern, Choreography, Tap
Class/Level/Age: Can adjust rigor or choose activities for all dance levels in Dance 1–4 and Middle School 8th grade dance; can modify all material to involve tap sounds instead of large body movements
Difficulty Level: Options for level of rigor or use of technology are given throughout lesson plan to adjust to your needs
Length of Lesson: 1–3 days depending on class length; 90 minutes (can be more or less depending on your choices for each section or by eliminating step)
Materials Needed: 2–3 tennis balls or similar objects per dancer; 2–5 buckets depending on groups; 2–4 iPads/devices with Card Deck app or decks of cards depending on groups; projector or printed list of movement vocabulary list; OPTIONAL: iPads or phones or devices for filming
Lesson Tags: Math, Dance, Equations, Addition, Multiplication, Vocabulary, Improvisation, Choreography, Probability, Cards, Hungry Hippo, Collaborate, Video, Technology
Academic Vocabulary: improvisation, choreography, gesture, shape, unison, ABC format, transitions, locomotor, non-locomotor, and choice of words for Section 1–2; can add additional choreography words in Section 4–6Set Up:
1. Load Card Deck app on multiple devices iPad with Card Deck app or prep decks of cards
2. Place a bucket on opposite corners/walls of the room
3. Place a bucket full of balls in the center/furthest point from each group
4. Project a list of selected warm up/technique movements on the screen (alternate: print a list to be with each group)
5. Can pre-divide student groups for both Section 1 and Sections 3–6
6. Can pre-number each student within groups for Section 1
7. Can prepare a list of choices for Section 2: 1b
Section 1: Elicit: Hungry Hippos Warm Up
Preparation (2 minutes)
1. Divide students into 2–4 groups
2. Can have students name their team
3. Number off each student in their groups so they have an order
4. Give each group 1 iPad with Card Deck app or a deck of cards
5. Give each group a bucket on opposite corners/walls of the room
6. Place a bucket full of balls in the center/furthest point from each group
7. Project a list of selected warm up/technique movements on the screen (alternate: print a list for each group)
Explanation (5 minutes)/Activity (5 minutes or more)
1. Students will draw 2 cards or select 2 cards on app and add them together
2. Then they will multiply by your choice of number (1 consistent number or can change each round)
Ace=1 and face cards=0 (or your choice)
3. They will then choose a movement from the provided list (you can require a specific order or allow students to choose) and complete reps to match the number from their multiplication
4. When everyone in their group has completed the required number of reps, student #1 will run to the center bucket and get a ball and run ball back to place their own bucket
5. Repeat process with student #2 running until a. The center bucket is empty; b. Students have completed all exercises; or c. A set amount of time has expired
6. When time or turns are up, stop the warm up and count the balls in each team’s bucket
OPTIONS: Students can divide up the number of reps amongst them before running; students could each complete reps and run to bucket on their own and continue onto the next movement on the list
Section 2: Engage: Vocabulary Math
Explanation (2 minutes)/Activity (10 minutes)
1. Bring students back together
2. Starting at 1, ask students to find a technique vocabulary movement that can represent the number 1 (has 1 move; example-tendu and hold it out); movement can be of their choosing or from a list of suggestions
3. Have students say the word once they choose one (can do 1 at a time, in groups, or all together)
OPTIONAL: have them find another movement for the same number
Continue sequentially with new numbers as many times as you’d like for up to a maximum of number 10
Section 3: Explore: Math Choreography
Explanation (2 minutes)/Activity (15–25 minutes)
1. Have class create a universal gesture/movement for the “+” sign
2. Have class create a universal gesture/movement for the “=” sign
3. Have class create a universal pose for the number “0”
4. Starting at 1, ask student to find original movement/pose that can represent the number 1 (has 1 move)
5. Have students practice and memorize the movement.
6. Have the students demonstrate their movement for you(1 at a time, in groups, or all together)
7. Continue the process with each number until reaching 10
Have student practice and memorize their 10 numbers and 3 universal movements
Section 4: Explain & Elaborate: Dance Equations
Explanation (2 minutes)/Activity (15 minutes)
1. Divide student into groups of 4 (same or different from warm up)
2. Have 1 group start 1st and others observe
3. Teacher will use draw card, Card Deck app or deck of cards and draw 2 numbers
4. Have 2 students step forward to represent those numbers
5. Have the 3rd and/or 4th student represent the outcome of the addition of the 2 numbers (double digits: the students each represent 1 number of the set: example-for 17, 1 student does a 1 & the other student does a 7)
6. Have the group perform their equation phrase: #1+#2=#3
Repeat from multiple groups
OPTION: Have students try different equations; have students memorize their phrase; have students make a dance from their equation phrase
Section 5: Evaluate: Dance Equation Videos
Explanation (2 minutes)/Activity (15–25 minutes)
1. On their own, have student groups repeat section 4 on their own, this time using Card Deck app or deck of cards to draw their own numbers
OPTION 1: Live Performance
Have students groups perform for the class and have other students try to guess the equation
OPTION 2: Video
Have students a video of their addition phrase
Put video into Text On Video and add a multiplication factor to their phrase but leave it unanswered
Section 6: Extend: Equation Museum
Explanation (2 minutes)/Activity (can go as short or long as you’d like)
1. Students can either rotate around the room to view other groups videos; Airdrop/pass video to one another; publish and create QR code links to video print and post for the classroom
2. Students will then explore the other groups equations
3. They will have to decipher the original video phrase, multiply correctly and the choreograph the solution
OPTION 1: Have students memorize and perform the entire phrase
OPTION 2: Have students record solution to the equation and edit into Instavid or other similar app that would show both original equation and the recorded solution
OPTION 3: Have student turn the dance equations into a dance
