3/31/2023 0 Comments Music math lesson plan![]() ![]() Note: Depending on your resource, choreographic structures may be referred to as forms.However, at a desk, students could possibly also complete responding and connecting activities while watching videos or discussing. Ideally with more space for movement activities, students can manipulate and choreograph movement with specific to a method. NCAS Artistic Processes: Choreographic structures and devices can be best developed into activities that facilitate creating, performing.Examples of different devices include cannon (multiple dancers begin a phrase at different times like 'row row row your boat') and retrograde (dance is performed 'forward' normally and the completely reversed 'backwards). Devices: Students can use devices to manipulate already created phrases.~ See Dance Spirit article below for more These can then be repeated in different patterns according to the lettered structure. Examples of different structures include AB or ABA which would imply that a choreographer has assigned one step or short phrase as "A" and another as "B". Structures: Students can practice planning movement in specific patterns.In math, this could help students learn patterns and sequencing. Math Applications: While you or your students may not have much choreographing experience, if at all, choreographic structures can be an engaging and logical way to approach the artistic craft.Then choreographers will use different devices to continue manipulating their choreography in new and creative ways. When designing a short phrase of movement or a full length dance piece, choreographers will consider what structure to organize the movement to achieve an intended meaning or intent. Here is a quick video on Dance Elements if you are still unsure about this dance concept. Sometimes the terminology also varies (example: "Energy" may be labeled as "force" or "effort") Note: Depending on your resource on Dance Elements you may see only three or four elements listed.At a desk, students can view dances and discuss the connections between the video and related math concepts. With more space for movement activities, students can practice and choreograph movement according to different elements. ![]() ![]() NCAS Artistic Process: Dance element concepts can be developed into activities that facilitate creating, performing, responding, and connecting.~ See Elements of Dance chart above for more Examples of different time concepts are counting music in specific meters (3/4, 6/8) or dividing up measures. Time: Students can practice counting and visualizing numbers in more complex and engaging ways.Examples of different space concepts include size of dancer's shape or movement (small/large) or pathways of a dancer's movement (straight/zig-zag/curved). Space: Students can practice movement in different ways that allows them to visually and physically experience space in a 3-dimensional way.As you will see in examples below, both of these elements can have numerous applications for math teachers of every grade level or demographic. In math, typically teachers focus on space and/or time. Math Applications: As a non-dance teacher, you should not feel the need to teach dance elements as a broad concept, or feel like you need to integrate all five elements. ![]()
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