Last week, I taught a lesson integrating physicality in performance and static electricity. I wasn't sure how this lesson was going to be received, but I was pleasantly surprised with how willing and engaged the students were to try some different things than they were used to. To see the full lesson plan, click here: A really meaningful moment in this lesson happened after the students had already done the physicality exercise with the chopsticks and moving as protons and neutron. As we were gathering together to discuss what we had just learned, all of a sudden, a student got really excited and started waving his hand in the air. After I called on him, he then proceeded to tell me all about how the way that protons and neutrons moved when static electricity was present was similar in some ways to the way that they moved during nuclear reactions. He then asked if static electricity was a physical or chemical change (the class had been learning about states of matter prior to electricity), and after asking him what he thought, he said that he realized it was neither because electricity doesn't change states. He was so excited that he was able to realize this as we were physically moving and interacting with one another as the protons and neutrons. Though on the surface level this seems to be really simple, I was so excited that he was able to make that connection because he was able to get up on his feet and experiment rather than just having to think hypothetically. To me, though a simple experience, it begins to showcase the power that arts integration has to provide students with opportunities to make these sorts of connections and engage with deeper levels of thinking.
I wasn't able to get any pictures or videos because some media release forms still need to be turned in, but hopefully I will be able to get some during my next lesson!
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