Viewings and Readings Vogelstein et al. (2019)
Summary
In this article, the authors conducted exploratory analyses between three cases where groups utilized choreography recordings (videos) from the Rio 2016 Olympics. These groups of four were then asked to make observations and create their own dances, incorporating similar props. The design of this task contributed to embodied mathematical research on multiple levels including foraging, dissecting and reenacting” and ensemble learning.
A scene from the opening ceremony of the Olympic Games in Rio de Janeiro. Credit...Doug Mills/The New York Times
Foraging and Dissection Public Media to Design for Creative Reuse
By using videos of public performances, it allows educators and students to “dissect” content for their own creative platforms.
Useful for cultural performances, where there can be “a mix of styles and ideas and aesthetics” (p. 332)
A “dissecting environment” can create a meaningful connection between cultural performance and mathematics
Ensemble Learning
Large scale performances, where learners are required to work collaboratively.
Propose situations where working together is essential for both performance and learning.
Example: Flipping a sheet to wave, if one participant is not involved, the act cannot be successful
Links to ‘collective mathematics’ where “social and interaction structures of groups are used in generative ways to produce and explore mathematical structures”
This was a lengthy article but what I took away from this week’s article is the significant role that each student plays in embodied learning. It’s not just about the movement, but also their involvement on a larger scale, being a significant piece, a key element. According to Schaffer and Stern (2012) “we tend to think more effectively with spatial imagery on a larger scale”. As well, the role of a physical prop allows for students to learn from “viewing” and “doing”. To actually construct meaning through trial and error, especially when creating a hybrid that bridges mathematics and dance. This allows them to explore limitations to map possible connections between performance structures and mathematical structures.
This article is relevant to my own learning (and as a teacher). Stella and I hope to focus on traditional Chinese and Tawainese Ribbon Dance for our final project. Similar to this article, we would integrate the use of a prop (silk ribbon) where students can utilize dance sequences and movement to generate a performance as a group. In this potential activity, elements of foraging and dissecting will come into play. What can they re-enact? What can they not do? What challenges do they predict? How does the prop itself affect the performance (length of silk, type of material, width, etc)?
Lastly, Schaffer and Stern (2012) also note, that dance is not meant to sugarcoat mathematics, but it is the “connections between that are the heart of the matter”.
Hi Christina, I like the idea of foraging and dissecting. It reminds me of notice and wonder - we could ask students to watch a video of a dance and notice all sorts of things, different moves or patterns, repetition. I love the idea of your project! Lana and I are planning a project that involves creating a dance too, I could use this idea. We will be having students watch long sword dances as we are trying to connect the dance they create to some geometry concepts.
ReplyDeleteHey Kim!
DeleteI agree! There were aspects of this task that reminded of our 3 Act Tasks from earlier on. Sword dance...Susan mentioned about that in the meeting this morning. I am curious to see how movement with a prop would add the aspect of movement and mathematics, as it almost adds an extra dimension? Or at least, extends aspects of our body to create a different appearance, feel, and ultimately, aesthetics.
I cannot wait to see and learn about everyone's projects. I think there is some truly fascinating, and beautiful, work to be showcased!
Building on what I wrote on Mahima's blog on what I recall from learning mathematics in high school in the Philippines in the 80s, where we did projects on finding the math in sports, dance, music and arts, I do recall we also did a lot of dancing. Filipinos (sadly, I'm the counter example to the rule) love to dance for any and every occasion. Thus, it is ingrained in the way we learn and teach. I do recall dancing synchronously and interactively in many school activities as both student and teacher. At least once a year we did "field demonstration" where the whole cohort (many times over a hundred in number) would dance together with costumes and props. It could be to modern music or traditional dance and always a contest to see who could do it better. I'm getting PTSD just thinking about it. My social media pages are still filled with many of my friend's videos of their children's or students dance routines that continue today. While dancing is an integral part of learning and teaching in my culture, I do not think it is related or connected to the study of mathematics which is a shame. I think interest in mathematics would increase ten-fold if it were.
ReplyDeleteInterestingly, Filipinos claim that they can dance and sing but "can't do math" and true enough very few new immigrants end up in the Pre-Calculus stream in my high school. Most end up in Workplace or Foundations of Math. Do you think this cultural acceptance of inability to do math (again, I'm the counter example) is a self-fulfilling prophecy or becomes an excuse not to do well?
Now that I think about it, most traditional Filipino dances have "props": glasses with wine in Binasuan and lit candles for Pandango sa Ilaw (as mentioned in the article of Henle (my assigned reading), long benches for Sayaw sa Bangko, castanets and hats for Subli, bamboo poles for Tinikling, etc. Dancing with props seem to be something all traditional dances share, no matter where in the world it originates.
DeleteCould that be why every Olympic opening and closing ceremony has it?
Even today, every proper Filipino social event, be it birthday, retirement, Christmas, Easter, or even protest rally whether in Canada or around the world, has a synchronous dance "surprise" number.
Thanks, everyone! Lots of interesting ideas here. I look forward to learning more about the ribbon dance final project! Excellent connection to 3 act tasks. Getting students to notice and wonder first is a great idea. Maria also brought up a good point -- for students who enjoy dance, perhaps their attitude towards math would change if connections between math and dance are made more explicitly!
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