What Needs to Happen

What Needs to Happen

Integration of Content Areasand

Collaboration

Making Authentic Connections

• Incorporates each content area in a meaningful context (as appropriate and maintaining the integrity of each discipline)

• Contains measurable student outcome(s)

Dance Connections to Math

• Mathematics – Grade 4

COMPETENCY GOAL 2:  The learner will understand and use perimeter and area.– 2.01     Develop strategies to determine the area

of rectangles and the perimeter of plane figures.2.02     Solve problems involving perimeter of plane figures and areas of rectangles.

Perimeter Dance

• Using forward, back, and lateral Latin dance steps, students will create "Perimeter" dances in which they dance in a square or rectangle and calculate the perimeter and area of their dances. As an extension, students will analyze the relationship of perimeter and area, creating multiple dances with the same area.

• http://www.ncpublicschools.org/curriculum/artsed/resources/handbook/dance/05perimeter

“Math in Your Feet”

• Dance is considered creative. Math is considered to be mostly problem solving. What they both have in common is that they both rely on creativity to solve problems.

• Dance patterns can be charted (choreography). Dance steps include many variables and patterns. Shapes and geometric concepts can be and are often used in choreography.

• “Math in Your Feet” is a program that teaches math using dance.

– http://www.sciencedaily.com/videos/2008/0503-do_the_math_dance.htm

MUSIC Connectionsto mATH

• Mathematics – Grade 2

• 1.02     Use area or region models and set models of fractions to explore part-whole relationships in contexts:– -Represent fractions (halves, thirds, fourths) concretely and

symbolically. – -Compare fractions (halves, thirds, fourths) using models. – -Make different representations of the same fraction – -Combine fractions to describe parts of a whole

Music and Sound Waves

When composing music, students will have to understand the musical scales including sharps and flats, frequency, etc. For example:

• The A note has a frequency of 440 hz. That is 9 white keys below middle C. • Frequencies between half tones is 1.0594630943593... • To calculate the frequency of A#, multiply 440 hertz by 1.059. The answer will be

466.16376... • If this is repeated 12 times, it will place you at an octave higher, which would be 880

hertz. Doubling the frequency creates a note an octave higher. Dividing the frequency in half creates a note an octave lower.

• The movement from one note to another is a constant 1.059463; therefore, students are able to calculate the number of vibrations per second between two random notes.

• http://members.cox.net/mathmistakes/music.htm

Composition and Time Signatures

• Students will create original compositions within specific guidelines and perform their compositions for the class. Compositions will be notated using traditional methods.

– Students will be introduced to time signatures, so they will learn about fractions, beats, half notes, measures, etc.

• http://64.78.42.182/sweethaven/Arts/MusicTheory/lessonmain.asp?lesNum=3&modNum=2

Theatre Arts Connections to Math

Introductory Mathematics (High School)

• Competency Goal 4 The learner will understand and use linear relations and functions.

• 4.01 Develop an understanding of function.

– Translate among verbal, tabular, graphic, and algebraic representations of functions. – Identify relations and functions as linear or nonlinear. – Find, identify, and interpret the slope (rate of change) and intercepts of a linear

relation. – Interpret and compare properties of linear functions from tables, graphs, or

equations.

• 4.02 Write an equation of a linear relationship given: two points, the slope and one point on the line, or the slope and y-intercept.

• 4.03 Solve problems using linear equations and inequalities; justify symbolically and graphically.

• 4.04 Solve problems using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots.

Stage LightingStage lighting students must

know:

• The “pie” formula (the relationships of potential, current flow, and rate of doing work).

• P = IE or W = VA (watts equals volts time amps)

• Many other arrangements are also suitable for solving specific problems. For example:

• P = I/E = I2R = E2/R• R = E/I = E2/P = P/I2

• http://www.hstech.org/howto/electric/stgmath.htm

www.charles.kaiser.name/lighting2.htm -->

Set Design for the Stagewww.oxfordreference.com/pages/samplep-17

• Students lay out a grid for the perspective sketch using precise measurements.

• Students determine scale for models of the set and have to measure precisely.

• Is it going to be ½” or ¼”

scale?

http://www.stuorg.iastate.edu/ethosmagazine/april07/images/set04sm.jpg

• www.oxfordreference.com/pages/samplep-17

Visual Arts Connections to Math

Grade 3COMPETENCY GOAL 1: The learner will model, identify, and

compute with whole numbers through 9,999.• 1.05     Use area or region models and set models of fractions to

explore part-whole relationships. – Represent fractions concretely and symbolically (halves, fourths, thirds, sixths,

eighths). – Compare and order fractions (halves, fourths, thirds, sixths, eighths) using

models and benchmark numbers (zero, one-half, one); describe comparisons. – Model and describe common equivalents, especially relationships among halves,

fourths, and eighths, and thirds and sixths. – Understand that the fractional relationships that occur between zero and one also

occur between every two consecutive whole numbers. – Understand and use mixed numbers and their equivalent fraction forms.

Human Proportions

• The distance from the top of the head to the chin is about 1/7 of his total height (from head to toe).

• The width of the shoulders is ¼ the height of a person.

• The length from top to bottom of the buttocks is 1 head.

• The length of the foot is equal to the length of the forearm.

• The distance from the hip to the toes is 4 heads.

http://www.animatedbuzz.com/tutorials/images/proportion04.jpg

Facial Proportions

• The eyes are halfway between the top of the head and the chin.

• The bottom of the nose is halfway between the eyes and the chin.

• The mouth is 1/3 to ½ way between the nose and the chin.

• The corners of the mouth line up with the centers of the eyes.

• The top of the ears line up above the eyes, on the eyebrows.

• The bottom of the ears line up with the bottom of the nose.

• The top center of the teeth and the eyes form a triangle.

• The distance from one side of the head to the other side is equal to 5 eyes.

Fractals http://math.rice.edu/~lanius/frac/

A fractal is generally a rough or fragmented geometric shape that can be split into parts.

• http://spanky.triumf.ca/• http://mathforum.org/alejandre/wor

kshops/fractal/fractal3.html

http://www.ccs.neu.edu/home/fell/COM1201/

PROGRAMS/RecursiveFractals1.gif

Linear PerspectiveLinear Perspective is used in theatre

arts and in visual arts. The following links may inspire many ideas.

• http://www.math.nus.edu.sg/aslaksen/projects/perspective/

• http://studiochalkboard.evansville.edu/draw.html

• http://www.myamericanartist.com/2006/12/linear_perspect.html

• http://www.olejarz.com/arted/perspective/

• http://rourkevisualart.com/wordpress/wp-content/uploads/2007/03/linear_perspective.jpg

Global Awareness + Writing + Theatre Arts

Identify some of the characters and ideas from the commedia dell’arte, and write an essay that compares it to a similar style of theatre from another century (for example, Moliere’s comedies, slapstick comedy of the early 1900’s, etc.).

Global Awareness + Writing + Visual Arts

Students identify and discuss certain “firsts” in art

Research the contributions of an artist from another country and write a paper about the artist. Two examples are listed here:

• Graciela Rodo-Boulanger of Bolivia• Lim Kok Boon of Indonesia

Civic Literacy + Social Studies + Music

“The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.” Grade 8 SCS

Research songs from the past that were composed for the sake of political protest. Discuss their meanings and their purposes. Some examples are: “Blowin’ in the Wind” by Bob Dylan “War” by Edwin Starr “Where Have All the Flowers Gone?” by Pete Seeger

Compose a song of your own that tackles one of today’s issues using appropriate notation, time signature, and expressive devices.

Health Literacy + Physical Education + Science + Dance

“The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.” Grade 7 SCS

Conduct a mini-unit on kinesiology, addressing specific muscle groups affected most by dance, including specific treatments for sore muscles.

Students should know who to contact in case of emergencies such as

broken or fractured bones, dizziness, etc.

Make sure to provide a diagram of the musculoskeletal system and have students identify muscles and tendons affected by specific dance movements.

http://www.geocities.com/vienna/strasse/5503/dancetips.html (“Dance Tips”).

Creativity/Innovation Skills + Writing + Dance

Give students a list of creative choices connected to new ideas that evolved as a result of necessity (e.g., creating the first automobile). Students then establish a structure of creative inventiveness.

Create dance movements that communicate their processes.

Write an essay that explains the steps in their creative approach.

Revise and perform their dances. As an extension, relate how the steps they took are similar to the ways inventors/discoverers/technicians approach creative solutions (or should approach creative solutions) to their problems.

Critical Thinking/Problem Solving + Science + Math + Visual Arts

Fibonacci numbers are used in art, architecture, and music. They also appear in nature everywhere.

http://fy.chalmers.se/~kuzmin/HOBBY/TABLE/STORY/Image31.gif

Communication/Collaboration Skills + Writing/Speaking +

Music

Record the group singing or playing a piece of music.

In small, collaborative groups, evaluate the quality and effectiveness of the performance using specific criteria and offer constructive suggestions for improvement.

Explain in writing how each individual's part contributes to the overall sound quality of the group. Examine how the director communicates to the ensemble in order to facilitate the collaborative performance of the piece (tempo, dynamics, blend, balance, etc).

Information Literacy + Writing + Dance

Assign historical dance figures for students to research, such as Pierre Rameau, Carlo Blasis, Jerome Robbins, Agnes DeMille, Alvin Ailey, Twyla Tharp, Mikhail Baryshnikov, and Martha Graham. Supply students with specific questions to help them determine the credibility of their resources. Two sample questions might be:

How recently was the article about your topic published?Does it cover the topic in enough depth?

Students need to evaluate their sources carefully, and select only the sources that are reliable, accurate, and authoritative based on specific criteria.

Media Literacy + Reading + Music

Lead a discussion about how different media portrays popular music (e.g., feature news stories on broadcast news, editorials, newspaper articles, etc.). Get a variety of perspectives. Ask leading questions such as:

How does the writer view particular artists whose albums and singles have reached the top 40 in the charts?

Does the feature or article seem to be biased towards specific types of popular music?

How do you think the feature or article will affect the public’s view of the music?

ICT Literacy + Writing + Arts

• Discuss the role of publicist (for a dramatic production, dance recital, choral recital, art exhibition, etc.).

Have students act as publicists to compose a publicity package using various applications on the computer. The student will become familiar with:

creating and transferring files transferring digital images to email attachments inserting hyperlinks

Social and Cross-Cultural Skills + Science + Theatre

Arts

Discuss the scientific principles of color theory as they pertain to stage lighting. Have students divide into small groups.

Each group is to select a concept of stage lighting theory

and prepare models, computer simulations, or other means of presentation, to test hypotheses relating to the concept. Examples may include:

Gels (color filters) can dramatically transform colors onstage. Principles of reflection, refraction, and absorption create varying

effects onstage.

Productivity and Accountability + Music

Have students listen to a recording of themselves singing or playing composed or original works of music (or, use a recording of a piece of music).

Collaboratively develop criteria for evaluating the quality

and effectiveness of the performance or composition. This may be done by developing a rubric as a class. This rubric may then be used by students to apply the jointly developed criteria in their own personal listening and performing of music.

Collaboration

Planning Time

According to the teachers surveyed, no collaborative planning takes place with the following:

• media coordinator (82%), • technology facilitator (83%), • dance, music, theatre arts or visual arts

teachers (range of 90-98%), • physical education teacher (90%),• foreign language teacher (98%),• special education teachers (75%), • LEP (ESL) teacher(s) (86%)

Ways to Collaborate

Written Communication

Common Planning Times

• “Informances" at PTA or other school events.

• newsletters to educate students, staff, and parents of important aspects of the curriculum and how each content area fits into the total school program.

• Whole school effort: teachers, parents, and administrators see how the SCS is being delivered as well as how connections are being made within and across other content areas.