In secondary earth science, students are expected to understand various physical and chemical properties and the planet’s dynamics. Along with, the energies absorbed and released throughout the earth’s systems. Numerous connections can be made between movement and the earth’s systems. For this Dances with Water Arts Integration lesson, we will look at the hydrologic cycle.
Next Generation Science
HS-ESS2 Earth’s Systems
The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics.
Fine Arts: Dance
Anchor Standard 1: Generate and conceptualize artistic ideas and work
Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.
After exploring the water cycle, have students create various symbols for each stage of the cycle: evaporation, transpiration, condensation precipitation, runoff, and infiltration. Have students draw each of the symbols on separate cards, and use the symbols as inspiration for movement phrases. You can advance expectations by setting criteria. Such as, requiring the energy or the level of the water cycle stage, and the movement to be the same.
Based on your class objectives, you require students to order the movement in the same order of the cycle or in reverse order. In groups, have students create full compositions based on the water cycle. You can check for understanding by having the audience guess the stage of the cycle performed. Then, justify why the movement fits the stage of the cycle, or having another group design the order of the composition.
Not only are students experimenting with movement composition and comprehending the hydrologic cycle, they also explore motif writing through the use of symbols and creating physical and visual representations to better understand the cycle of water through our earth’s systems.
Typhani Harris is a dance educator and mentor teacher who has been on the boards of both the California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) and California Dance Education Association (CDEA). Recently, she has made a cross-country move and is now an instructional coach in Brooklyn, New York. Having begun as a high school English teacher, it has been her mission to bring theory and research into the traditional dance class, and in 2009 she won the Music Center’s Bravo award for excellence in Arts Education. Typhani is currently on a mission to help teachers Stop Teaching and Start Reaching their students, check out the unTeacher Lab at stopteaching.org