![]() ![]() And without our geometric dancing, students don’t always internalize the vocabulary. Without internalizing the vocabulary first, however, students will not be successful with these more rigorous tasks. ![]() I also have students create visual flow charts to see how quadrilaterals can be compared and contrasted, and we measure every angle with the corner of a piece of paper. Some students can naturally make this transfer, but most students need a scaffold to connect their movements to the types of questions that are presented to them as they use attributes of polygons to identify them like the examples shown here, or explain the mathematical difference between a square and a rectangle.įor this reason, I balance our movement activities with visual art activities. An ongoing series hosted by The Department of Mathematics. However, it is important to bridge the movement to paper, since that’s how students will need to demonstrate their proficiency. This will help children not only with math facts, but also remembering how many beats the notes in music get also. For example, a quarter note (1 beat) + a half note (2 beats) a dotted half note (3 beats). They bring the class measure to math class the next day, and we prove that their measure is equivalent to one whole. Each note in music gets a different number of beats and can be used in simple math problems. These movement activities are an integral part of my geometry unit, and I wouldn’t want to teach the concepts without them. Students take their knowledge of unit fractions to music class, where they construct a class measure using Kdaly syllables, beats on a drum, and musical notation. Students could import these into Adobe Spark and add music to create a music video similar to those we viewed of Pilobolus. Mathematics teachers have found the potential of music activities to teach different mathematics topics and concepts such as number concepts, basic operations and geometry (An & Tillman, 2015. Note: As an extension or in place of these performances, students could take pictures of the performers as they create each geometrical movement and label the geometry with an app such as Skitch or Seesaw. Arts integration provides an engaging and effective way to achieve standards in both math/geometry and visual arts. ![]() This gives me an opportunity to do some formative assessment as I observe which students seem to understand the vocabulary, and which groups could demonstrate some examples of positive and negative space. After each group’s performance, the audience members share the vocabulary words they thought they noticed and the performing group gives them feedback, sometimes demonstrating the pose again to show the polygon (or other term) that they created. ![]()
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