ALEX Classroom Resource

  

Dancing Shape Attributes

  Classroom Resource Information  

Title:

 Dancing Shape Attributes

URL:

 https://artsintegration.com/2016/05/17/dancing-shape-attributes-steam-lesson/

Content Source:

 Other
The Institute for Arts Integration and STEAM
Type: Learning Activity

Overview:

Students will identify known shapes and describe their properties. They will create the shape with their body.  As a group, they will create a shape with all members. They will change groups and create another shape.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 2
Dance
1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
    • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
    • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Arts Education
ARTS (2017)
Grade: 2
Dance
7) Demonstrate clear directional movement that changes body shape, facings, or pathway in space.

Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.

Differentiate between circling and turning as two separate ways of continuous directional change.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
    • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education
ARTS (2017)
Grade: 3
Dance
1) Improvise movements with a variety of self-identified prompts.

Examples: music/sound, text, objects, images, notation, observed dance experiences

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education
ARTS (2017)
Grade: 3
Dance
2) Select and demonstrate a movement solution for a given movement problem.

Example: Find a way to travel across the floor only on a low level.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Mathematics
MA2019 (2019)
Grade: 2
25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces
Unpacked Content
Evidence Of Student Attainment:
Students:
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • recognize shapes with specified attributes.
  • draw shapes having specified attributes.
  • determine shapes based on their attributes.
Teacher Vocabulary:
  • Attributes
Knowledge:
Students know:
  • defining characteristics of basic shapes (triangles, rectangles, squares, circles).
Skills:
Students are able to:
  • identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • recognize shapes with specified attributes.
  • draw shapes having specified attributes.
  • determine shapes based on their attributes.
Understanding:
Students understand that:
  • shapes may be sorted by many sets of attributes, but their geometric classification is based on certain defining attributes.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.25.1: Define side, angle, face, closed, and open.
M.2.25.2: Use vocabulary related to shape attributes.
Examples: sides, angles, face, closed, open.
M.2.25.3: Trace shapes.
M.2.25.4: Sort triangles, quadrilaterals, pentagons, hexagons, and cubes.
M.2.25.5: Explore triangles, quadrilaterals, pentagons, hexagons, and cubes.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Begin to name and match sizes and shapes.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
  • Understand that words can label sameness and differences.
  • Sort objects on the basis of shape or color.
  • Understand and point to a triangle, a circle, a square and rectangle.
  • Understand the concept of same shape and size.
  • Understand that some have more, and some have less.
  • Sort objects on the basis of shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize and sort familiar objects with the same color, shape, or size.
  • Understand and point to a triangle, a circle, a square and rectangle.
  • Understand a line and a point, angle.
  • Count 1-6 for sides.
  • Understand the different shapes.
  • Draw basic shapes.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.25 Using vocalization, sign language, augmentative communication, or assistive technology, identify two-dimensional shapes (limited to square, circle, triangle, and rectangle).
Mathematics
MA2019 (2019)
Grade: 3
26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Describe, analyze, and compare properties of two-dimensional shapes.
  • Identify shapes that are and are not quadrilaterals by examining the properties of geometric shapes.
  • Draw rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
  • Use geometric terms when describing quadrilaterals.
  • Identify attributes that are needed to belong to the subcategories of rhombuses, rectangles, and squares, and recognize when a shape does not have those attributes.

    • Example: A quadrilateral with all four sides of different lengths will not be a rhombus, rectangle, or square.
Teacher Vocabulary:
  • Attribute
  • Category
  • Sub-category
  • Opposite sides
  • Angles
  • Quadrilateral
  • Triangle
  • Pentagon
  • Hexagon
  • Septagon
  • Heptagon
  • Octagon
  • Polygon
  • Square
  • Trapezoid
  • Rhombus
  • Rectangle
  • Two-dimensional
Knowledge:
Students know:
  • that shapes in different categories may share attributes and that the shared attributes can define a larger category.
Skills:
Students are able to:
  • Identify two-dimensional shapes.
  • Sort shapes according to number of sides.
  • Sort quadrilaterals based on the presence or absence of square corners.
  • Draw examples of squares, rectangles, and rhombuses.
  • Draw quadrilaterals that are not rhombuses, rectangles, and squares.
Understanding:
Students understand that:
  • Attributes of a shape help make decisions about how to categorize the shape.
  • Certain attributes are needed to belong to the subcategories of rhombuses, rectangles, and squares.
  • Sometimes a shape does not have the attributes needed to belong to the subcategories of rhombuses, rectangles, and squares.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.26.1: Recall the vocabulary of shapes (labels, sides, faces, vertices, etc.).
M.3.26.2: Recognize and draw shapes having specified attributes such as a given number of angles.
M.3.26.3: Build and draw shapes to possess defining attributes.
M.3.26.4: Sort shapes into categories.

Prior Knowledge Skills:
  • Identify squares, circles, triangles and rectangles.
  • Define side, angle, face, closed, and open.
  • Use vocabulary related to shape attributes.
    Examples: sides, angles, face, closed, open.
  • Trace shapes.
  • Sort triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Explore triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Name shapes.
  • Recognize shapes.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.26 Using vocalization, sign language, augmentative communication, or assistive technology, recognize and sort polygons by their attributes (triangle, rectangle, square).
Tags: group, move, shapes
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Author: Tiffani Stricklin
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