Dancing through the Decades: Entry to Social Studies, Language Arts, and Math
Dances from the 1920s-1980s are not only catalysts and springboards for rich explorations into historical content, but also provide a rigorous centerpiece to examine a plethora of math and language arts ideas. With this in mind, the workshop provides participants with an innovative way to introduce and reinforce social studies, language arts, and math concepts using the artistic modalities of dance and creative movement. Participants are introduced to (1) research explaining why creative movement and dance enhances learning and retention (2) creative movement/dance concepts (body, energy, space, time, relationship) that provide language parameters for the activity, (3) specific strategies that can be used for successful implementation of the activity, and (4) intersections with social studies, language arts, and math common core standards. Teachers are actively involved as they engage in hands-on exploration and discovery.
Common Core Standards Addressed
CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content.
CCSS.ELA-Literacy.L.4.1b Form and use the progressive verb tenses.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
CCSS.Math.Content.K.G.A.2 Correctly name and reason with shapes regardless of their orientations or overall size.
CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles).
CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.
CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Target Audience: Elementary Educators and Administrators
Number of Participants: Up to 30
Number of Days: ½ day up to full day
CCSS.Math.Content.3.NF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
CCSS.Math.Content.4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.
By the end of the workshop, participants will be able to:
explain why creative movement/dance enhances learning
use language pertaining to creative movement and dance
make connections to brain-compatibility
successfully identify social studies, language arts and math common core standards within the lesson
identify and actualize patterns associated with dances from 3 different decades