Using Dance to Deepen Student Understanding of Geometry

This article provides an example of a collaborative effort between a dance specialist and four third-grade classroom teachers at an arts magnet school. They developed a dance and geometry integration project including implementation strategies, assessment tools, and reflections completed by both the classroom teacher and the third-grade students. The dance specialist and the classroom teacher worked collaboratively to develop an integrated learning experience for students based on national geometry and dance standards. Students worked in groups to create a geometry dance based on selected dance and geometry concepts. Students planned and practiced their dances using a teacher-created rubric as a guideline for including essential geometric and dance elements. The teachers assessed the students’ geometry dance performances using the rubric, which included both geometry standards and dance standards and objectives. Interdisciplinary partnerships are the perfect stage for learning in both subject areas. However, developing and implementing assessment of learning in both subject areas can be a challenge. The goal of interdisciplinary teaching is to equally blend both subject areas so students can experience how different modes of learning contribute to a comprehensive learning experience. In this article the authors describe an assessment process that recognizes the integrity of both dance and geometry as an integrated unit for third-grade students. The following vignette, which occurred in a third-grade classroom, describes how an identified rubric is used by the students as they create and discuss their geometry dances. Although snow is lightly falling outside the classroom window, students inside work diligently on their geometry dances. Group 1 is utilizing the rubric that is posted on the Promethean board (a type of interactive smart board) to guide their practice. They decide in what order they want to include each math element and begin breaking each element down into an eight-count movement. A student in Group 2 tells her group, “We need a line of symmetry. ” Another student adds, “We have to show different levels. ” The four group members subdivide the group into two pairs. One pair of students mirrors the other pair to show a line of symmetry. They take eight counts to move from this position to a polygon with eight sides using their arms. Then they move into their next position by having two members form an acute angle with their arms while the other two members form a circle around them with their arms. After the groups worked on their dances, they were given the opportunity to show the class their progress. Group 2 performs their dance first while the rest of the class sits on the perimeter of the rug to watch. One student begins the discussion with the first suggestion. He states, “They didn’t have smooth transitions. ” The dance teacher replies, “Can you rephrase that as something more positive that they can work with? ” The student rewords his initial statement, “You need to be more focused and have more concentration so you can have smoother transitions and have a good dance. ” The teacher nods in agreement. “One thing I noticed,” another student says, “I didn’t see a repeated phrase. ” Another student remarks, “Maybe you should try not to say what you were doing to see if we could figure it out. They would have to be more clear with their bodies if they didn’t say it. That would make the dance better. ” The scene just described provides a view into a thirdgrade classroom where students are participating in an arts-integrated learning experience. Working collaboratively, the dance teacher and the classroom teachers developed an integrated learning experience. Students were assigned