Urban Line Dance Steps into Language Arts and Math
This workshop provides participants with a fun and creative way to reinforce language arts and math concepts using the artistic modalities of creative movement and dance. Using dance framework from popular urban line dances, participants are exposed to (1) research explaining why creative movement/dance enhances learning and retention (2) creative movement elements and concepts providing language parameters for the activity, (3) specific strategies that can be used for successful implementation of the activity (4) connections to brain compatibility, and (5) intersections with language arts and math common core standards. Teachers are actively involved as they engage in handson exploration and practice encompassing critical thinking, decisionmaking, and reflection. The workshop also provides opportunities to test out a variety of language arts and math concepts as well as specific adaptations and extensions that might be used for special populations and other environments.
Common Core Standards Addressed
CCSS.ELALiteracy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
CCSS.ELALiteracy.L.2.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content.
CCSS.ELALiteracy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
CCSS.ELALiteracy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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 twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles).
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.
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. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
OUTCOMES:
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 braincompatibility

successfully identify intersections with language arts and math common core standards

identify and actualize patterns associated with 23 urban line dances