Week 6: Mathematics and Dance

In the introduction for the week, Gerofsky explains that we cannot make abstract shapes with our bodies but we do have imaginations, and imagination is where these concepts come from. This made me think about how much math really connects to our imaginations and how using our imaginations at all ages (not just early elementary) can add another level of engagement and excitement to math classes. 

In her Ted Talk, Malke Rosenfled asks herself the question "I wonder if there's math in what I do?" pondering if math exists in her world outside of the math classroom as well. This is definitely a question that I have seen come up over the course of this class and am still asking myself that question as I live my daily life. I really found myself thinking of this question as I read this week. 

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 Reading Reflection

Belcastro, S.-M., & Schaffer, K. (2012). Dancing mathematics and the mathematics of dance. The Best Writing on Mathematics 2012, 79–92. https://doi.org/10.1515/9781400844678-010

This reading explores the connections between artistic dance and mathematics. Sarah-Marie Belcastro and Karl Schaffer are both mathematicians and dancers, they suggest that math is intrinsic to dance as each dance form uses math concepts in their own way. Examples of these connections are explained with aspects for the readers to try on their own and gain a deeper understanding. One focus is on how symmetry can be seen in dance including how symmetries interact with one another and three dimensional symmetries. Some other mathematical concepts explored are geometry, spatial paths of dancers and conceptual problems like game theory. Rhythm is explained as how the math sounds coming from music that repeats its rhythmic pattern. 

While I grew up figure skating, I found that much of my reading this week was connecting mathematics to my experience skating. While I skated in a variety of different disciplines including free skate, another aspect is ice dance. In this we learned different foxtrots, waltzes, tangos, etc. These all had music that accompanied them and involved a lot of counting to stay on the correct timing as well as the beautiful patterns that the dance leaves on the ice. I don't do this kind of skating anymore but I will always remember the counting and discipline involved in ice dance to ensure that everything was smooth. 

Towards the end of the reading, Belcastro and Schaffer state that "even when a dance has a strong mathematical element, we let the dance take on a life of its own" (p. 20). This stood out to me as dance is not fully viewed through a mathematical lens however the math can be seen in the art. There isn't a need to always look at dance in a mathematical way as it is its own art and beauty. I think this applies to many different art forms or other mathematical connections - while we can see them in a mathematical way it is equally as empowering to acknowledge the beauty of the art on its own and allow the art to take its own shape regardless of the mathematical intent. 

In the PE class I am teaching right now, we have a Jamaican dance company coming to dance with the students next week. I am excited to see how they use math in their dance, if it is presented intentionally or more subtly.  

Questions 

• Have you used dance in your teaching? (either with math or without) 
• What math have you noticed appears in the activities you do in your daily life? 

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Activity 

The lesson plan that I chose to look at was Math in your Feet which is an exploration of math where students work together to figure things out themselves. 

I think this would be a good introduction activity for all ages to incorporating dance and math together as it gets students moving and dancing in an activity that doesn't require a lot of math work and allows students to participate in small groups.

I don't have my own classroom or group of students and my nephew who I often have tried activities with is quite sick this week so I tried the activity on my own. While this lesson requires groups of people to complete this activity I thought about how it could be done with only one person. I found that while it is possible to do the activity of moving in the square on your own it definitely is not as fun, I tried to put a few of the cards together in longer sequences and see if I could memorize and finish the sequence without messing up - this was quite fun and I could see it being fun with a group of people too. 

Some more extension ideas could be to create different shapes on the floor and have students try to create patterns that could exist within those shapes. For a more high school math class students could explore the different combinations and patterns of using a few movements in the squares and four movements. 

In their Ted Talk, Stern and Schaffer explain that physical activity in the classroom can be an opportunity for all ages and all disciplines. This is something that I think is often forgotten when students enter higher and more academic grades. Using an activity such as this one can be incorporated into math lessons but also can be used to encourage students to get moving in the classroom even if for a short amount of time. These allow students to use their imaginations as well as see math beyond the sheet of paper or textbook work that they may be used to.