Discussion 6 Dancing Mathematics and the Mathematics of Dance – Sarah-Marie Belcastro and Karl Schaffer
Summary
I love dancing and enjoy watching others dance but haven’t realized yet that math and dance could be intertwined as vividly explained by Belcastro and Schaffer. It is fascinating to know that mathematics could inspire dance and vice versa.
The authors through practicality showed several examples of how the two are intertwined. For example, music could be divided into counts and use counting to mark the times at which movements are done. They argued that complex patterns arise when dancers play with rhythm.
The authors also gave examples of traditional dances such as Classical Western ballet and Bharatya Natyam having a strong sense of line. I would say the same of my Ghanaian dances Kete and Adowa. I am trying to figure the mathematical rhythm in them. Can you guys help me out? Please, find the videos on youtube below:
I liked John Conway’s “hop-step-jump” terminology to describe the seven linear patterns for ambulation and tried to do it. The dizzy sidle is difficult to do because of the constant going back and forth almost rotating and hop is the easiest, I think.
At a young age, my friends and I always did the finger geometry for fun (Karl, Scott Kim, & Barbara, 1995), but not as complicated shown by Karl, Scott Kim, & Barbara (1995). I don’t think I realized the mathematics in it.
Stop 1
How do we guide our students to identify math in dance or vice versa?
Thanks, Milli. I too have always loved dance but have never really integrated mathematics and dance into my teaching. When I really think about it, so many of the components of an early foundational numeracy program 'live' in dance. When I think about the opportunities to practise counting, recognize patterns, and create shapes with our bodies (among other things), I wonder why it isn't explicitly stated in our curriculum as an excellent strategy for mathematics instruction. Not to mention the joyful learning that comes with dance.
ReplyDeleteMy only fear would be that if students already have a negative association with mathematics, then instructors include dance (potentially something they find freeing) and make it too 'mathematical', we might risk having students disengage with the material. It would be very important to point out the mathematics in dance, while still making it a joyful experience for students. I wonder if one of the ways we could do that is to teach a certain dance, then after the students have learned it, analyze it together to 'find' the math? I'd like to explore this topic more.
Thanks for sharing the videos, Milli! I'm not quite sure how to derive math from rhythm though... something to be explored for sure. I wonder if my slow reflexes and difficulty with choreography would impact my ability to "see" math with dance or vice versa.
ReplyDeleteI have done counting and skip counting with clapping and stomping, which I have found to be engaging (and also successful I think). We do something like clap out 1-2-3-4-and then stomp at 5-6-7-8-9-stomp at 10.
I also wonder if there is a difference in approaches to "math with dance" between elementary students and high school. I can only imagine that younger students are more receptive, and high school children would potentially more of the issues described above by Laura.
I should clarify that the "clapping and stomping" example I gave was to learn skip counting by 5s.
ReplyDeleteI also want to mention that while I struggle with coordinating my body to rhythm, I do really love dance. I just don't know if I could teach with it. I think I would need to see more concrete examples of math through dance.
*I developed a head cold over the weekend so please excuse the disjointedness of my writing!