2024-02-29
Reading Reflection
Summary:
The article "Dancing Mathematics and the Mathematics of Dances" explores the intriguing intersection between mathematics and dance, highlighting how mathematical concepts influence and are embodied in various aspects of dance choreography. The authors, Sarah-Marie Belcastro and Karl Schaffer, both mathematicians and dancers, delve into the various connections between these seemingly disparate disciplines. It discusses how dancers intuitively apply mathematical principles like symmetry and pattern to create aesthetically pleasing movements and formations. Hence in the given paper authors have given examples of the interplay between mathematics and choreography.
The work of Rudolf Laban in modern dance is cited as an example of explicit mathematical theory applied to choreography. Furthermore, the article describes how choreographers draw inspiration from mathematical ideas to create dances, often blurring the boundaries between mathematics and artistic expression.
It also
discusses the role of rhythm and sound in dance, showcasing how mathematical
patterns contribute to the complexity of dance compositions. Additionally, the
article touches upon the practical applications of mathematics in choreography,
such as organizing movements and spatial arrangements. It emphasizes the
interdisciplinary nature of dance and mathematics, enriching both fields
through creative exploration and collaboration.
Activities "TO TRY"
- How can a "hexastar" be folded at the vertices to form a cube? an octahedron? two tetrahedra?
Stops:
- Each dance tradition has its own characteristic way of using mathematical concepts. (pg. 80)
The diverse ways dance traditions incorporate mathematical concepts illustrate the universal language of mathematics and its profound influence on human expression and creativity. Like in Indian classical dance forms Bharatanatyam uses mathematical structures, such as Fibonacci sequences or geometric progressions, enhancing the aesthetic appeal and symmetry of the performance. whereas in African dance tradition, dancers convey mathematical concepts of symmetry, balance, and harmony through rhythmic patterns and spatial arrangements, reflecting the interconnectedness of their community and environment.
Questions:
How can educators in Asian culture, where
dance holds significant cultural and artistic value, incorporate dance as a
medium for teaching mathematical concepts? Furthermore, how can parents be actively
involved in recognizing the mathematical language inherent in dance and
its potential to enhance their children's mathematical understanding?
Another question is how might we assess student learning and understanding when incorporating dance into math lessons. What types of assessments would be appropriate for evaluating both dance skills and mathematical comprehension?
For the first question, dancing always involves some mathematical elements like shapes, patterns, rotation, reflection, and translation. We can use dancing as a mediator for teaching these math concepts and let students experience how they work with our bodies through dancing. We can also invite students to discuss their traditional dance with their parents at home. By working together, teachers and parents can help kids learn math and appreciate their culture through dance.
ReplyDeleteFor the second question, we can let students show what they have learned by performing dance routines that use math concepts. They can also talk about what they have learned and how they feel about it.
Hi Rabia, Regarding the last question, I believe it would be beneficial to assess students by encouraging them to deploy their creativity to create a dance that incorporates their understanding of mathematical concepts. As a math teacher, I acknowledge that assessing dancing skills may not be equitable, as it could disadvantage students who are less familiar with dance techniques. Therefore, prioritizing the demonstration of mathematical understanding over dancing proficiency seems more appropriate in this context.
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