Chicago Arts Partnerships in Education. Hillsdale, NJ: Erlbaum. Dow, P. (1999). Why inquiry? A historical and philosophical commentary. htm. Georgia Department of Education. (July, 2011). Mathematics Common Core Georgia Performance Standards. us/www/documents/ news-and-info/calculus/description-and-standards. pdf Grumet, M. (2007). Third things: The wondrous progeny of arts integration. Journal of Artistic and Creative Education, 1(1). Johnson, E. (2003). Sharing your art form. Unpublished workshop materials.

Removing shoes also creates a safer environment for small bodies moving in close proximity. Bare feet are ideal on a clean wood floor, but for cold floors and carpets, students can wear socks. In a large space such as a gymnasium, the teacher may set up boundaries to contain the dancing area to a manageable size. Benches, cones, and even a row of shoes will create a boundary that defines the movement space. Simply set up the boundary and remind students where the movement space begins and ends: “Let’s identify our dancing space.

Instead of developing in a linear fashion from start to finish, the learning activity template is developed circuitously, jumping from the beginning to the end and back to the beginning again. This is because the backward lesson plan is best developed in a nonlinear format. Though it may seem unconventional at first, the educator will soon realize its strength. The advantage of the nonlinear format is that the teacher keeps an eye on the desired results he or she hopes to achieve at the end, while designing earlier activities that lead to this goal.