This week we focused on applying math to dance!
🅶🅴🆃🆃🅸🅽🅶 🆃🅾 🅺🅽🅾🆆 🅼🅰🆃🅷
We began the day by doing a follow the leader exercise where we were asked to create a number with our body. This was a fun and interactive activity for students to get their brains thinking and their bodies moving. We all challenged ourselves by trying to create different numbers and body movements than our peers which turned into a lot of fun!
🅵🅾🅻🅻🅾🆆 🆃🅷🅴 🅻🅴🅰🅳🅴🆁
Follow the leader is a strategy where students follow the movements, actions and possibly the sounds of a leader. Through a dance presentation that we observed, this strategy was used when a peer called out a movement on their grid on the floor. Students were instructed to move along the grid following the leader by moving forward, backwards or in a sideways direction.
🅲🆁🅴🅰🆃🅸🆅🅸🆃🆈 🆃🅷🅴🅾🆁🆈
Bernsteins theory of creativity discusses 13 thinking tools, which can be used to assist students in their critical thinking.
According to the theory, there are 13 thinking tools:
1. Observing
2. Imaging
3. Abstracting
4. Recognizing Patterns
5. Forming Patterns
6. Analogizing
7. Body Thinking
8. Empathizing
9. Dimensional Thinking
10. Modeling
11. Plaything
12. Transforming
13. Synthesizing
🆁🅴🅻🅰🆃🅸🅾🅽🆂🅷🅸🅿
According to the Ontario Curriculum relationship is with a partner (e.g., slow-motion mirroring). This can be seen as other dancers or performers, the space between dancers and any space in a room. Positive and negative space were discussed and analyzed. If there are more than one dancers in the room or performing at the same time, the space between them can be far apart, close together, touching or going around/through one another.
🆂🆃🆁🅴🆃🅲🅷 🅱🅰🅽🅳 🅴🆇🅴🆁🅲🅸🆂🅴
During this activity, the teacher passed out exercise stretch bands to partners in the class. The teacher then called out a variety of shapes that she then wanted the students to create by manipulating their band. This was a creative activity as some shapes were harder to create than others and it took some brainstorming to come up with ways to manipulate the band correctly.
🅵🅸🅽🅶🅴🆁 🅺🅰🅻🅴🅸🅳🅾🆂🅲🅾🅿🅴🆂
This strategy requires students to work in small groups and manipulate their fingers in order to create a dance. Students would create different shapes and movements and create a unique movement sequence to music which would then create a "finger dance".
🅶🅴🆃🆃🅸🅽🅶 🆃🅾 🅺🅽🅾🆆 🅼🅰🆃🅷
We began the day by doing a follow the leader exercise where we were asked to create a number with our body. This was a fun and interactive activity for students to get their brains thinking and their bodies moving. We all challenged ourselves by trying to create different numbers and body movements than our peers which turned into a lot of fun!🅵🅾🅻🅻🅾🆆 🆃🅷🅴 🅻🅴🅰🅳🅴🆁
🅲🆁🅴🅰🆃🅸🆅🅸🆃🆈 🆃🅷🅴🅾🆁🆈
Bernsteins theory of creativity discusses 13 thinking tools, which can be used to assist students in their critical thinking.
According to the theory, there are 13 thinking tools:
1. Observing
2. Imaging
3. Abstracting
4. Recognizing Patterns
5. Forming Patterns
6. Analogizing
7. Body Thinking
8. Empathizing
9. Dimensional Thinking
10. Modeling
11. Plaything
12. Transforming
13. Synthesizing
🆁🅴🅻🅰🆃🅸🅾🅽🆂🅷🅸🅿
According to the Ontario Curriculum relationship is with a partner (e.g., slow-motion mirroring). This can be seen as other dancers or performers, the space between dancers and any space in a room. Positive and negative space were discussed and analyzed. If there are more than one dancers in the room or performing at the same time, the space between them can be far apart, close together, touching or going around/through one another.
🆂🆃🆁🅴🆃🅲🅷 🅱🅰🅽🅳 🅴🆇🅴🆁🅲🅸🆂🅴
🅵🅸🅽🅶🅴🆁 🅺🅰🅻🅴🅸🅳🅾🆂🅲🅾🅿🅴🆂
This strategy requires students to work in small groups and manipulate their fingers in order to create a dance. Students would create different shapes and movements and create a unique movement sequence to music which would then create a "finger dance".
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