Numeracy in

Expressive Arts
March 2023
Examples of contexts for learning across Expressive Arts to improve Numeracy skills.
Contents

Introduction .................................................................................................................................. 3
Contexts for Learning – Early Level ............................................................................................. 5
Contexts for Learning – First Level ............................................................................................ 10
Contexts for Learning – Second Level ....................................................................................... 16
Contexts for Learning – Third and Fourth Level ......................................................................... 22
Web Links .................................................................................................................................. 26

2 | Numeracy in Expressive Arts

Introduction
Scotland’s curriculum emphasises the importance of ensuring that learners engage in
interdisciplinary learning, where they use skills across different areas of content and contexts.
The teaching of numeracy is the responsibility for all. Expressive Arts offers an excellent
opportunity to contextualise numeracy for children and young people. Across the range of
Expressive Arts subjects there are many opportunities to enable learners to apply their numeracy
skills, whilst enjoying the exciting learning opportunities which both of these contexts provide.

Numeracy and Maths Skills Expressive Arts Skills

• Interpret questions • Apply creative skills to produce and
• Select and communicate processes perform more complex pieces of work
and solutions • Recognise creativity and skill in the
• Justify choice of strategy used work of other people
• Link mathematical concepts • Demonstrate increasing skills and
• Use mathematical vocabulary and confidence in presentations and
notation performances
• Use mental agility • Appreciation of how the expressive
• Reason algebraically arts relate to the wider world and
• Determine the reasonableness of a different cultures
solution • Show enjoyment of the expressive
arts, for example through evaluating
constructively their own work and that
of others, and suggesting how it can
be improved.

This document offers examples of contexts across Expressive Arts where numeracy
skills can be developed well and provides links to the Experiences and Outcomes and
the Benchmarks. There are also some links to the Mathematics Experiences and
Outcomes, as particular Expressive Arts skills can also align to Mathematics.

3 | Numeracy in Expressive Arts

 How to Use this Document
This document has been created to support practitioners to consider how to make links
between numeracy and expressive arts skills. This includes examples of how to extend
learner’s numeracy skills through an expressive arts context. Supporting learners to
apply their numeracy skills in different contexts can bring depth, breath and challenge in
their understanding.

This document can be used in a variety of ways. The exemplars can be used to support
practitioners to consider real and relevant contexts which could be used to develop
learners’ skills between numeracy and expressive arts. It can also be used to support
interdisciplinary learning through planning of particular projects or school events. It could
also be used to support discussions about the ways numeracy and expressive arts skills
are taught and what the expectations are on learners working within each of the levels.
It is important that practitioners highlight to learners the skills they are developing in both
numeracy and expressive arts.

The examples included in this document should be used as suggestions and it is

important to note that these may need to be adapted to make them suitable for the
learners that you are working with. You might wish to include links to other Experiences
and Outcomes which you are focusing on or take out certain elements which are not
appropriate for your context. The examples do not need to be worked through in any
order.

Where appropriate, we have included hyperlinks to resources which may support you in
your planning. Several of these come from external sources which were correct at the
time of publication.

4 | Numeracy in Expressive Arts

Contexts for Learning – Early Level
Early Level Benchmarks Possible Contexts for Learning
• Demonstrates skills of estimation in the When creating models and drawings mathematical
Maths and Numeracy contexts of number and measure using language is modelled and used to describe and
relevant vocabulary, including less than, compare the designs and features.
Estimation longer than, more than and the same.
MNU 0-01a Vocabulary linked to estimation is modelled and used
• Compares and describes lengths, heights, to create, compare and adapt designs.
Measurement mass and capacities using everyday
MNU 0-11a language, including longer, shorter, taller,
heavier, lighter, more and less.
• Records from experiences across the
Expressive Arts curriculum, for example, through observing and
remembering, makes a model or drawing
Art and Design based on an aspect of the natural environment
EXA 0-02a such as natural items from the sea shore, the
EXA 0-06a countryside, a forest.

• Solves simple design problems, working on

their own and with others, using a degree of
trial and error, for example, designs a simple
container for an agreed purpose.

Education Scotland: Being me Through Block

Play Wakelet

5 | Numeracy in Expressive Arts

 Early Level Benchmarks Possible Contexts for Learning
Maths and Numeracy • Uses knowledge of colour, shape, size and When discussing different examples of art,
Data and Analysis other properties to match and sort items in a mathematical language linked to pattern, size, colour
MNU 0-20b variety of different ways. and shape is modelled and used to describe what can
be seen.
Patterns and • Copies, continues and creates simple patterns
Relationships involving objects, shapes and numbers.
MTH 0-13a
• Recognises colour, line, shape and at least
Expressive Arts one more of the visual elements: form, tone,
pattern, texture.
Art and Design
EXA 0-04a • Solves simple design problems, working on
EXA 0-06a their own and with others, using a degree of
trial and error, for example, designs a simple
container for an agreed purpose.

When exploring patterns in the world around them,

learners are encouraged to use their knowledge of
colour, shape and size to copy, continue and create
their own designs.

When working on simple design problems learners

could be asked to use their knowledge of colour, shape
and size to continue and create their own designs.

National Galleries of Scotland - The Beauty of

Maths

6 | Numeracy in Expressive Arts

 Early Level Benchmarks Possible Contexts for Learning
• Uses one-to-one correspondence to count a When creating and performing repeated movements
Maths and Numeracy
given number of objects to 20. and gestures, learners are encouraged to use
mathematical language correctly, for example; first we
Number and Number
• Uses ordinal numbers in real life contexts, jump, then three claps before we crouch down.
Processes for example, ‘I am third in the line’.
MNU 0-02a Learners are encouraged to count the steps in simple,
MNU 0-03a • Uses the language of before, after and in- repeated sequences, keeping in time to the beat.
between.
• Performs a range of simple, repeated,
Expressive Arts intentional movements and gestures.

Dance • Chooses and explores ways of moving

EXA 0-08a rhythmically, expressively and playfully.
EXA 0-10a
• Shows understanding that dance consists of
combined movements and gestures, usually
performed with music or a beat.

7 | Numeracy in Expressive Arts

 Early Level Benchmarks Possible Contexts for Learning
• Uses the language of before, after and in- Mathematical language linked to time and sequences
Maths and between. is modelled and used when re-enacting stories or
Numeracy traditional tales in role. For example; First the three little
• Uses ordinal numbers in real life contexts, for pigs built their houses, after that the wolf come along. He
Number and Number example, ‘I am third in the line’. knocks on the door of the second little pigs’ house…
Processes
MNU 0-02a • Links daily routines and personal events to time This could be extended to include links to time
MNU 0-03a sequences. sequences. For example; In the morning the little pigs
went to get their building materials. After they had picked
Time • Uses appropriate language when discussing up their supplies they started to build their houses. At one
MNU 0-10a time, including before, after, o’clock, hour hand o’clock they spotted the wolf prowling around outside…
and minute hand.
• Takes on a role within a play or dramatised
Expressive Arts situation, for example, a puppet show, a real or
imagined situation, re-enactment of a story or
Drama traditional tale.
EXA 0-14a

8 | Numeracy in Expressive Arts

 Early Level Benchmarks Possible Contexts for Learning
• When counting objects, understands that the When playing along on different musical instruments,
number name of the last object counted is the learners are encouraged to count their beats, taps or
Maths and Numeracy claps, keeping in time to the beat.
name given to the total number of objects in
the group.
Number and Number When exploring sounds learners are encouraged to
Processes • Recalls the number sequence forwards within copy, continue and create simple patterns. For example;
MNU 0-02a the range 0 - 30, from any given number clap, clap, stamp, clap, clap, stamp.
MNU 0-03a
• Uses one-to-one correspondence to count a Maths Week Scotland 2022 - Ideas and Inspiration
Patterns and given number of objects to 20. Pack
Relationships
MTH 0-13a • Copies, continues and creates simple When listening to different music styles mathematical
patterns involving objects, shapes and language linked to pattern, counting, order and speed
numbers. can be modelled and used to describe what is heard.
• Uses instruments such as drum, claves, chime For example: “the keyboard is playing fast”; “I hear four
Expressive Arts bar to play along to a range of music styles. taps”; “the triangle plays after the drums”; “”it goes 1, 2,
1, 2”; “sounds like tick, tock, tick, tock”
• Shares views and listens appropriately to the The Kitchen Sink (backing track) - BBC Teach
Music
EXA 0-16a views of others, for example, states if the
music is fast/slow or loud/quiet. A range of mathematical concepts such as counting,
EXA 0-17a ordering, sequencing and using finger patterns and can
EXA 0-18a be reinforced through taking part in songs and rhymes.
• uses voice to explore sound and rhythm, for
Bookbug Song and Rhyme Library - Scottish Book Trust
example, hums, whispers, sings.

• chooses different musical instruments to play

such as chime bar, drum or body percussion,
exploring sound and rhythm by, for example,
clapping, tapping.

9 | Numeracy in Expressive Arts

Contexts for Learning – First Level
First Level Benchmarks Possible Contexts for Learning
• Uses knowledge of everyday objects to provide Learners could be given a design problem to plan and
reasonable estimates of length, height, mass create a frame to display a piece of artwork. The
and capacity. design problem might ask learners to work to certain
Maths and Numeracy specifications to do with length and height. Learners
• Makes accurate use of a range of should be encouraged to select and use measuring
Measurement instruments including rulers, metre sticks, instruments accurately.
MNU 1-11a digital scales and measuring jugs when
measuring lengths, heights, mass and
capacities using the most appropriate
instrument for the task.

• Presents images and objects created, for

example, positions a simple frame over a
Expressive Arts picture or arranges an object on a simple
stand and observes from different angles.
Art and Design
EXA 1-03a • Solves at least one design problem related to
EXA 1-06a real-life, showing some evidence of planning,
for example, designs a simple item to be worn
on the head or body.

10 | Numeracy in Expressive Arts

 First Level Benchmarks Possible Contexts for Learning
Maths and Numeracy • Continues and creates repeating patterns Learners could be given a design problem to plan, and
involving shapes, pictures and symbols. create a piece of clothing for a particular purpose. The
Patterns and design problem might include specifications related to
Relationships • Identifies symmetry in patterns, pictures, different mathematics concepts such as size, using a
MTH 1-13a nature and 2D shapes. repeated pattern of shapes or colours or including an
element of symmetry within their design.
Properties of 2D shapes • Creates symmetrical pictures and designs
and 3D objects with more than one line of symmetry. Mathematical vocabulary related to shape, colour,
MTH 1-16b symmetry and pattern could be used when planning
• Identifies examples of tiling in the environment and describing designs.
Angel, Symmetry and and applies knowledge of the features of 2D
Transformation shapes to create tiling patterns incorporating
MTH 1-19a two different shapes.

• Solves at least one design problem related to

real-life, showing some evidence of planning,
for example, designs a simple item to be worn
Expressive Arts on the head or body.

• Recognises and names most of the visual

Art and Design
elements: line, shape, form, colour, tone,
EXA 1-03a
pattern, texture.
EXA 1-06a
• Shows understanding of the concept of scale,
for example, represents mountains as bigger
than people.

11 | Numeracy in Expressive Arts

 First Level Benchmarks Possible Contexts for Learning
When creating a number of short improvisations, based
Maths and Numeracy on a well-known story, learners could be encouraged to
• Selects and uses the appropriate timers for select and use an appropriate timer to measure the
Time a specific purpose. duration of each drama. For example; two minutes to
MNU 1-10c show what happened next in a traditional tale. Ten
minutes to work together to change the ending of the
story, with forty five seconds to present this piece to the
Expressive Arts class.
• Creates a short drama using improvisation,
Drama from a given stimulus and working
EXA 1-14a collaboratively.

12 | Numeracy in Expressive Arts

 First Level Benchmarks Possible Contexts for Learning
Maths and Numeracy • Reads, writes, orders and recites whole When exploring and creating different dance formations,
numbers to 1000, starting from any number in encourage learners to keep track of the sequence of the
Number and Number the sequence. movements and the rhythm of the music by counting in
time to the beats.
Processes
MNU 1-02a • Continues and creates repeating patterns
involving shapes, pictures and symbols. Mathematical vocabulary linked to directions, turns and
repeated patterns could be used to describe the
Patterns and
sequence. For example;
Relationships • Uses technology and other methods to
MTH 1-13a describe, follow and record directions using
The Canadian Barn Dance Instructions
words associated with angles, directions and
Formation:
Angle, Symmetry and turns including, full turn, half turn, quarter turn,
Standing in pairs around the room, each pair should be
Transformation clockwise, anticlockwise, right turn, left turn,
facing anti-clockwise,
MTH 1-17a right angle.
Expressive Arts • Creates, rehearses and performs short Dance Steps;
dance sequences, working on their own and • Walk forward for three steps and hop.
Dance • Walk backwards for three steps and hop.
with others.
EXA 1-08a • Move sideways, 4 steps away from your partner and
EXA 1-10a • Creates new dance movements and clap.
sequences using their dance repertoire, • Back towards your partners for a count of 4 beats
incorporating different speeds and levels, and join in ballroom hold.
characters and emotions to add interest and • Two steps to the left, 2 steps to the right.
variety. • Four step-hops to turn anti-clockwise, in a polka,
around the room for 8 beats.
• Explores rhythm, movement and space, and Lesson Pack: Ceilidh Counts
increases possibilities for expression through
movement. Simple Scottish dances | Royal Scottish Country Dance
Society (rscds.org)
• Demonstrates understanding of simple
formations, such as circles or squares,
through taking in part in group dance.

13 | Numeracy in Expressive Arts

 First Level Benchmarks Possible Contexts for Learning
• Reads, writes, orders and recites whole When performing simple melodic parts and
Maths and Numeracy numbers to 1000, starting from any number in rhythms, learners are encouraged to keep track of
the sequence. the beats by counting in time. Learners can
Number and Number continue, copy and create repeated patterns within
Processes • Explains what a fraction is using concrete a rhythm.
MNU 1-02a materials, pictorial representations and
appropriate mathematical vocabulary.
Fractions, Decimal
Fractions and • Demonstrates understanding that the
Percentages greater the number of equal parts, the smaller
MNU 1-07a the size of each share.
MTH 1-07c
• Uses known multiplication and division facts
Patterns and and other strategies to find unit fractions of
1 1
Relationships whole numbers, for example, 2 or 4 .
MTH 1-13a
• Continues and creates repeating patterns
involving shapes, pictures and symbols.

Expressive Arts • Performs a simple rhythm part on a range of From: Maths Week Scotland - First Level Activity Pack
instruments, for example, keeps the beat
using body/untuned percussion.
Music
EXA 1-16a
• Performs simple melodic parts, for example,
EXA 1-17a on tuned percussion, tin whistle, recorder.

• Follows simple music notation, for example,

in the form of pictures, graphics, treble clef.

14 | Numeracy in Expressive Arts

 This can be extended to explore how simple music
notation is linked to fractions. For example; one
semibreve is the same as two minims.

Note Name Note Symbol Note Value

Semibreve 4 beats

Minim 2 beats

Crotchet
♩ 1 beat

Quaver
♪ 1
2
of a beat

1 2 3 4

♩ ♩ ♩ ♩
♩ ♩
♩ ♪ ♪ ♩ ♪ ♪
15 | Numeracy in Expressive Arts
Contexts for Learning – Second Level
Second Level Benchmarks Possible Contexts for Learning
Maths and Numeracy • Uses the comparative size of familiar When creating images, learners are encouraged to use
objects to make reasonable estimations of their knowledge of the size of familiar objects to make
Measurement length, mass, area and capacity. accurate representations of shapes and objects. For
MNU 2-11a example; drawing a street scene using perspective to
add depth and realism. Learners could also use digital
• Uses digital technologies and mathematical
Properties of 2D shapes technologies to create their images or be asked to draw
instruments to draw 2D shapes and make
and 3D objects objects to scale.
representations of 3D objects,
MTH 2-16c
understanding that not all parts of the 3D
object can be seen.
Angle, Symmetry and
Transformation
MTH 2-17d • Interprets maps, models or plans with
simple scales, for example, 1 cm:2 km.

Expressive Arts
• Shows understanding of the concept of
Art and Design depth, for example, shows a foreground, a
EXA 2-03a middle ground and a background in a picture.

Perspective in drawing and painting - 2nd level Art and

Design - BBC Bitesize

16 | Numeracy in Expressive Arts

 Second Level Benchmarks Possible Contexts for Learning
• Compares costs and determines When investigating a design brief, such as designing a
affordability within a given budget. toy or new packaging, learners could gather views and
Maths and Numeracy • Carries out money calculations involving the opinions through a survey. They can be encouraged to
four operations. think about what information they need to gather and
Money • Calculates profit and loss accurately, for the best way to collect this data.
MNU 2-09a example, when working with a budget for an
MNU 2-09c enterprise activity. Once they have gathered their data and analysed the
results they could use the information to inform the
Time • Uses and interprets a range of electronic and choices and decisions that they make with regards to
MNU 2-10a paper-based timetables and calendars to plan their design brief.
events or activities and solve real life
problems. When creating a plan towards their final design,
Data and Analysis learners could be encouraged to use a timetable or
MNU 2-20a • Devises ways of collecting data in the most calendar to work towards key points in their process.
MNU 2-20b suitable way for the given task.
• Analyses, interprets and draws conclusions This could be extended to include working towards a
from a variety of data. set budget for their design, and learners could be
asked to compare the cost of different materials and
options to find the most cost effective design. If
• Creates a simple plan that explains how they completing the design brief as part of an enterprise
Expressive Arts
will investigate and develop ideas in response activity learners could be encouraged to track their
to a design brief. profit and loss.
Art and Design
EXA 2-06a
• Follows a step-by-step process to develop Home - Make £5 Grow (make-5-grow.co.uk)
and communicate ideas in response to a
design brief. https://yes.org.uk/programmes.php?id=5

17 | Numeracy in Expressive Arts

 Second Level Benchmarks Possible Contexts for Learning
Mathematical language linked to counting, directions
Maths and Numeracy and turns should be explicitly used to follow and
• Counts forwards and backwards in 2s, 5s, describe different dance sequences.
Number and Number 10s, 100s.
Processes Dances might be created, rehearsed and performed as
• Uses technology and other methods to part of festivals and celebrations. Learners could also
MNU 1-02a
describe, follow and record directions using perform traditional or popular dances.
words associated with angles, directions
and turns including, full turn, half turn, quarter
Angle, Symmetry and turn, clockwise, anticlockwise, right turn, left
Transformation turn, right angle.
MTH 1-17a

Expressive Arts • Demonstrates coordination and some control

in a range of dance actions and sequences.
Dance
EXA 2-08a • Creates, rehearses and performs a short
EXA 2-10a original dance piece, comprising several
sequences, to music or a rhythm.

18 | Numeracy in Expressive Arts

 Second Level Benchmarks Possible Contexts for Learning
• Compares costs and determines When creating and presenting a [short] drama for an
affordability within a given budget. audience there are different elements of mathematics
• Carries out money calculations involving the which could be linked into this process.
Maths and Numeracy four operations.
• Calculates profit and loss accurately, for This might include using a calendar or timetable to plan
Money example, when working with a budget for an towards key deadlines such as the final production or
MNU 2-09a enterprise activity. dress rehearsal. Timers could also be used to establish
MNU 2-09c the length of the performance and time needed for
• Uses and interprets a range of electronic and preparation and rehearsals.
Time paper-based timetables and calendars to plan
MNU 2-10a events or activities and solve real life Learners might be asked to work with a set budget for
problems. elements such as costumes, staging or props. They
Measurement could be encouraged to compare costs across different
MNU 2-11b • Chooses the most appropriate measuring retailers and suppliers to establish affordability. For
device for a given task and carries out the some performances and presentations learners might
required calculation, recording results in the compare costs of different theatre arts services such as
correct unit. lighting, , staging and sound hire.
• Reads a variety of scales accurately.
If the drama is going to be ticketed learners could
Expressive Arts • Creates a short drama, as part of a group or
explore the concept of profit and loss, by working out
individually, using improvisation or a published
ticket pricing, audience size and number of
Participation in script.
performances.
Performance and
Presentations • Presents a short drama, as part of a group,
Learners could create props, costumes, pieces of
EXA 2-01a using improvisation or a script.
staging and set for the performance/presentation using
their measuring skills. This could include selecting and
• Uses theatre arts technology such as props,
Drama using measuring devices accurately.
basic lighting and sound to enhance a
EXA 2-12a performance effectively, for example, chooses
EXA 2-14a appropriate music or makes sound effects to
create atmosphere.

19 | Numeracy in Expressive Arts

 Second Level Benchmarks Possible Contexts for Learning
Maths and • Uses knowledge of equivalent forms of When creating and performing different parts of songs
Numeracy common fractions, decimal fractions and and/or pieces of music, learners are encouraged to follow
3 the musical notation. It is important that learners can keep
percentages, for example, 4 = 0.75 = 75%, to
Fractions, Decimal in time with the beat and understand the connection
solve problems.
Fractions and between the beats and the fraction of time that they
represent.
Percentages • Creates equivalent fractions and uses this
MNU 2-07a knowledge to put a set of most commonly
MTH 2-07c used fractions in order. Note Name Note Symbol Note Value

• Performs songs in unison and in parts, Semibreve 4 beats

individually or as part of a group, and
communicates the mood and character of
songs from a range of styles and cultures, Minim 2 beats
such as folk songs or songs from musicals,
using appropriate performance directions, for
Expressive Arts

Music
example, gradually getting louder/quieter,
and/or musical notation.
Crotchet
♩ 1 beat

EXA 2-16a
EXA 2-17a
EXA 2-18a
• Performs on instruments, individually or as
part of a group, to communicate the mood
and character of a piece of music through, for
Quaver
♪ 1
2
of a beat

example, the use of appropriate dynamics 1

and expression. Semiquaver of a beat
4

• Uses voice, instruments and technology to

create music, experimenting with timbre, for Lesson Pack: Science Ceilidh - Fractions Musical
example, uses tuned/untuned percussion Video: How are Maths and Creativity Connected?
instruments to create simple melodies and
rhythms. When creating music, learners should identify which
musical notes can be grouped together to create the
correct duration of the bar. For example when working in
20 | Numeracy in Expressive Arts
 four-four-time learners might use four crotchets or one
semibreve or two minims to make a bar last the length of
4. This relies on learners having an understanding of
fractions and their associated equivalence.

21 | Numeracy in Expressive Arts

Contexts for Learning – Third and Fourth Level
The examples included in this section should be used as suggestions and it is important to adapt these to make them
suitable for the learners that you are working with.
Third / Fourth Level Benchmarks Possible Contexts for Learning
• Chooses the best value for their personal When creating a plan to work systematically through
situation and justifies choices. the design brief, learners should consider key points in
the process and ensure that they plan enough time to
Maths and Numeracy • Budgets effectively, using digital technology complete these accordingly.
where appropriate, showing development of
Money financial capability. When investigating a design brief, learners should
consider how to gather views and opinions as part of
MNU 3-09a
MNU 3-09b • Uses calculations to support comparisons, their research. They can be encouraged to think about
decisions and choices. what information they need to gather, when they need
to gather this, who should be asked and the best way
Time
• Demonstrates effective time management to collect this data. This could be with regards to
MNU 4-10a prototypes, options or samples of designs.
skills, for example, working with different time
zones or making plans, including across
Data and Analysis midnight. As data is gathered and analysed the results should be
MNU 3-20a used to evaluate and inform the choices and decisions
MTH 3-20b • Sources information or collects data making that learners make with regards to their design brief.
MTH 3-21a use of digital technology where appropriate.
Learners could also be given a set budget to work with,
• Interprets data sourced or given. encouraging them to compare the costs of different
materials and resources and consider the quantity of
• Collects data by choosing a representative materials that will be needed to create different
sample to avoid bias. samples and/or prototypes.
Expressive Arts • Researches, develops and communicates a Learners may also be given a target cost price, for
solution to a design brief by working example design a new board game which costs less
Art and Design through a process. than £5 to make. This encourages learners to consider
EXA 3-02a the different types of materials and resources which
EXA 3-04a • Researches, develops and communicates could be used and justify their choices.
22 | Numeracy in Expressive Arts
 EXA 3-06a solutions to a design brief by working
EXA 4-03a independently and systematically through a
EXA 4-06a process.
• Evaluates and makes informed judgements
about what works well and what could be
improved or different in their own and others’
work, using appropriate art and design
vocabulary consistently.

• Selects independently and applies media and

techniques, giving reasons for their choices.

Third / Fourth Level Benchmarks Possible Contexts for Learning

Maths and Numeracy • Contributes to discussions and presentations When evaluating and using different production arts
on the role of mathematics in everyday life such as lighting, props, staging and costume learners
and in the workplace. could be encouraged to consider the different
Mathematics – its
mathematical skills used within these.
impact on the world,
• Investigates the mathematical skills required
past, present and future This might include linking up with local industry partners
for a range of careers, including those in
MTH 4-12a STEM subjects. to explore how maths is used in technical theatre
• Evaluates technical aspects of their own and careers.
others’ work, including professionals, for
example, shows understanding of how Developing the Young Workforce Career Education
Expressive Arts
stimulus is used as inspiration to create a Standards (3-18)
movement repertoire, which can be repeated, Career Education Standard (3-18) September 2015
Dance
EXA 4-11a varied or adapted.
My World of Work
EXA 4-14b Subject choices (Creative Arts) | My World of Work
• Applies theatre arts technology effectively,
demonstrating understanding of how Subject choices (Dance) | My World of Work
performance can be enhanced by, for
example, lighting, costume, make-up and STEM Ambassadors
props; STEM Ambassadors | Scotland | STEM Ambassadors in
Scotland
23 | Numeracy in Expressive Arts
 Third / Fourth Level Benchmarks Possible Contexts for Learning
• Demonstrates understanding of best value in When creating and presenting a drama for an audience
relation to contracts and services when there are different elements of mathematics which could
Maths and Numeracy comparing products. be linked in to this.

Money • Budgets effectively, using digital technology This may include creating a production timetable to
MNU 3-09a where appropriate, showing development of incorporate key deadlines such as the rehearsal period,
MNU 3-09b financial capability. dress rehearsals and final performances.

Time • Uses calculations to support comparisons, Learners could be asked to work with a set budget for
MNU 4-10a decisions and choices. elements such as costumes, staging or props. This
would enable them to compare costs across different
Measurement • Demonstrates effective time management retailers and suppliers to justify best value. For some
MNU 3-11a skills, for example, working with different time performances learners might compare costs of different
zones or making plans, including across theatre arts services such as lighting, staging and sound
MNU 4-11a
midnight. hire.
Angle, Symmetry and If the performance is going to be ticketed learners could
Transformation • Chooses appropriate units for length, area
and volume when solving practical consider the best ways to ensure maximised profits, by
MTH 3-17c calculating the predicted spend and considering ticket
problems.
pricing, audience size and number of performances.
• Uses bearings in a navigational context,
including creating scale drawings. Learners could create props, costumes, pieces of
staging and set for the performance/presentation using
• Presents dramas to audiences for different
their measuring skills. This could include measuring
Expressive Arts purposes, for example, to entertain, inform,
accurately in the appropriate units.
communicate a message, explore an issue.
Participation in
Performance and A set design could also be created by the learners by
• Creates dramas for different purposes and
Presentations measuring the size of the stage accurately and then re-
audiences, experimenting with different
EXA 3-01a creating this as a scaled drawing.
genres, forms, structures and styles.
EXA 4-01a
• Reflects effectively on ideas, including ideas
24 | Numeracy in Expressive Arts
 Drama for using production skills in relation to, for
EXA 3-14a example, lighting sound, props, make-up and
EXA 4-13a hair, in order to improve or enhance a
EXA 4-14a drama, using appropriate drama vocabulary.
EXA 4-14b
• Applies theatre arts technology and design
resources effectively to an agreed concept to
create and enhance mood and atmosphere, for
example, through the use of sound, lighting,
costume, props, stage make-up and hair.

25 | Numeracy in Expressive Arts

Web Links
Expressive Arts Experiences and Outcomes
https://education.gov.scot/Documents/expressive-arts-eo.doc

Expressive Arts Benchmarks

https://education.gov.scot/nih/Documents/ExpressiveArtsBenchmarksWord.docx

Numeracy as a Responsibility for All

https://education.gov.scot/Documents/numeracy-across-learning-eo.doc

Numeracy and Mathematics Experiences and Outcomes

https://education.gov.scot/Documents/numeracy-maths-eo.doc

Numeracy and Mathematics Benchmarks

https://education.gov.scot/nih/Documents/NumeracyMathematicsBenchmarks.docx

Developing the Young Workforce Career Education Standard (3-18)

https://education.gov.scot/media/0nffvlwr/dyw2-career-education-standard-0915.pdf

With thanks to our partners for the external links:

BBC Teach, Maths Week Scotland, National Galleries of Scotland, The Royal Scottish Country Dance
Society and The Scottish Book Trust.
26 | Numeracy in Expressive Arts
Education Scotland
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T +44 (0)131 244 4330

E [email protected]
www.education.gov.scot