Math in Drama and Dance

Educators are constantly seeking ways to engage each learning style in a classroom. Integrating principals of Drama and Dance into Math lessons helps students to visualize and experience some of what they are learning. In my last post, I looked at the various different styles of learning in the Theory of Multiple Intelligences. Education acknowledges that students learn in different ways. The focus today is a hands-on approach to learning, which ultimately benefits all students and learning styles. 

Progressive Theory

The Progressive Education theory was developed by John Dewey and emphasized the importance of hands-on learning. This theory challenged the long standing traditional approach to teaching. At the time the theory was developed, science and mathematics were considered priority and dominated student learning. The Progressive Theory insists on the importance of the emotional, artistic, and creative aspects of human development. This theory supports diversity in learning, as it acknowledges various learning styles and needs of students.  

Integrating elements of Drama and Dance into Math lessons embodies Dewey’s Progressive Theory of education. Students collaborate and engage in social and artistic activities that directly relate to mathematical concepts.

Drama

A quick warm-up for students to do before a lesson is called “In the Shape Of”. This activity can be adapted to any grade level, depending on how the teacher uses it.

In the Shape Of

For primary and junior grades, the teacher or student will call out a shape and students recreate the shape using their bodies.

For slightly older students, the teacher will call out a number to have students form a group with that many people in it. Together they will create a shape that has that many vertices.

In the Math curriculum, reflecting and translating shapes using different tools and methods is an expectation that builds and develops with each grade level. In grade 5 for instance, students are expected to create and analyze designs by translating and/or reflecting a shape or shapes using a variety of tools.

According to the Progressive theory, collaboration and hands-on learning are two critical elements for learning. A Drama strategy called directed tableau is a good activity to get students moving around the classroom, collaborating with peers, and engaging in the work hands on.

Directed Tableau with Shapes

This activity requires students to cooperate as they use their bodies to create a shape and demonstrate a flip, turn, and slide. In small groups students create different two-dimensional shapes with their bodies. Collectively, they must find ways to show how their shape can flip, turn, and slide.

This activity coincides with the Arts Drama expectation that students can “plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role” (Ministry of Ontario, 2009). In this directed tableau exercise students collaborate to plan and execute their ideas.

Students incorporate the dramatic element of focus and emphasis as they work through the activity as a group.

The elements of focus and emphasis are explored when students identify the central theme and/or problem in a drama, drawing audience attention to specific aspects of the drama. In the case of the directed tableau with shapes, students work to solve their own dilemma of flipping, translating, and sliding their bodies.

Another, drama tool that promotes hands-on learning in math is a Living Venn diagram. By grade 5 students are familiar with creating Venn diagrams to organize ideas and information on paper. In this activity students physically participate in a Venn diagram.

Living Venn Diagram

This activity is a good minds on or review activity for students to participate in before the lesson. The teacher will create two large overlapping circles on the floor of the classroom. Students will sort the shapes according to congruent sides, congruent angles, and shapes with both attributes. The outside of the circle represents shapes that do not fall into any of the three categories.

This activity can be done in small groups, where each students has a shape and a place on the diagram, or a whole class activity.

To accommodate for students with physical and emotional exceptionalities:

-          Ensure a clean, open space for students to move around

-          Provide prompts and assistive technology

-          Small groups or working in pairs

Dance

Incorporating the elements of Dance into Math lessons offers a tactile learning experience for students. The Ontario Arts curriculum is designed with cross-curricular teaching in mind. Expectation A1.1 for grade 5 states that students be able to “translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts” (Ministry of Ontario, 2009).

In Math students can use the choreographic form mirroring to explore lines of symmetry and pathways using their bodies.

The curriculum describes mirroring as a “spontaneous improvisational drama structure used to help students explore characters, themes, issues, or ideas through movement. Students stand face to face and move their bodies to follow their partner’s movements. Variations include a group following a leader’s body and/or hand movements” (Ministry of Ontario, 2009).

Mirroring Shapes and Lines

In pairs, students will face each other and move their arms and bodies. One person will lead the movements and the other one will try to follow. In this activity, students have to understand what the reflection of a shape or line looks like. Students do not just follow their partner but have to mirror their exact movements.

In this activity students explore elements of dance such as body and space.

Body: refers to symmetry versus asymmetry, organic versus geometric shape, angular versus curved shape, gesture, and body zones. Students try to remain symmetrical to their partner as they create and follow different movements. Mirroring helps students to conceptualize the symmetry of shapes and lines.

Space: refers to positive versus negative space and pathways. As students move through the classroom they use different pathways and levels to create movements and shapes.

In my most recent placement, I had the opportunity to try the mirroring activity with my students. had the experience of collaborating with the Dance instructor to create a cross-curricular lesson. We decided to use the weekly Dance period to create a double math/dance lesson. Students reviewed math concepts by exploring different movements and activities. We used mirroring to open the lesson and developed different levels of the activity as the lesson continued. I really enjoyed creating a lesson that involved a lot of movement on the student’s part. As a new teacher, I want continue to develop activities and strategies that incorporate movement into my lessons.   

To accommodate for students with physical and emotional exceptionalities:

-          Students can complete the activity sitting in chairs, standing, or moving around

-          Small and large group options

-          Provide prompts for movements and shapes for students to follow along

In my experience, I find that when students have the opportunity to move and experience different concepts information is retained more effectively. Students also enjoy opportunities to move around and collaborate with their peers.

Until next time!