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Two Dance Collaborations |
Program Summary
In a first-time collaboration, a dance teacher
and a science teacher combine forces to explore the laws of
motion with a seventh- and eighth-grade dance class. At another
school, a dance teacher and a math teacher work with sixth-graders
on imaginative interpretations of the idea of circles. |
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The
Integrated Instruction
Part
One: Learning the Laws of Motion |
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Roberta Carvalho-Puzon,
Dance Teacher
Growing up I had
a passion for dance and a fascination for physics, I am bringing
these areas together for my students, I hope! The collaboration
with Kevin started with the two of us holding our hands together
and pushing and pulling. It became apparent that we were going
to deal with gravity, the laws of motion, balanced and unbalanced
forces. |
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Kevin Hennessy, 8th-Grade Science Teacher
When I first started working
with Roberta and we conferred about whether science might intersect
with dance, it got us into a deeper discussion about why we’re
teachers. What I’m finding about collaborating is that
you need to just start in a certain direction and see where
it goes. |
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| Part Two: The
Circle Project |
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Scott Charlesworth-Seiler, 6th-Grade
Teacher
The circle project is an interdisciplinary
project that combines learning in dance with learning in math,
and ties in to all our other subjects as well. We have studied
cyclical behaviors in human interaction and in literature, we’ve
studied cycles in science, we’ve talked about how history
repeats itself in various forms - all of those things tie together
with the actual circles that the students make. |
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Stephanie Johnson, Dance Teacher
Scott and I are always really interested
in seeing how we can give the kids opportunities to connect
between what he’s doing and what I’m doing. So I’m
asking the sixth-graders to represent in movement what they
created for their circle projects, whether it be doughnuts or
tennis balls! |
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