Eileen Briggs

November 17, 2005

MUS 463

Learning Shapes Through Movement

Grade Level: 1st or 2nd grade

Music Objectives/Goals: The students will demonstrate the ability to form their bodies into shapes, such as triangles and circles. They will be able to work together with a partner to create these shapes. The students will also be able to explore and improvise by deciding on their own how they would create the shape with their bodies.

Math Objectives/Goals: The students will demonstrate knowledge of how many sides a triangle, square, rectangle and circle have. They will also show that a square has four equal sides. The students will have the ability to list several characteristics of each shape.

Directions:

  1. I will begin by drawing a triangle on the chalkboard and asking the class if anyone knows what the shape is called. After this I will draw a circle, a square, and then a rectangle, each time asking the class to identify the shape.
  2. Next I will have the students divide a piece of paper into 4 sections and draw each shape in one of the sections. Above the shape they will write the name of the shape and next to it they will write at least three features of this particular shape.
  3. After the students have finished writing we will gather on the carpet space in the front of the room. I will have each student find a partner.
  4. After finding a partner I will ask the class, “how many sides does a triangle have?” I will tell them, “with your partner I would like you to form a triangle, using your bodies.”
  5. Then I will ask the students, “how many sides does a square have?” and “what is special about each side?” Then I will ask them to form a square with their partner.
  6. While they are still in their square position I will ask them, “how could you make a small move to change this into a rectangle?”
  7. Lastly, I will have them form a circle.
  8. I will ask the students if anyone can think of another shape that they would like to create with their partner.

Assessment: To evaluate the students’ ability to identify and create the shapes, I will observe the students as they form the shapes with their partners. When I ask the students, “how many sides does a triangle have?” or “what is special about each side of a square?” I will watch and listen to see how the students answer and how the others respond to the answer. I will also look at their papers to see what kinds of answers they gave for the characteristics of each shape. I will look for things like number of sides, straight or rounded lines, number of corners or points, and difference between square and rectangle.