Reading:
Dancing Mathematics and the Mathematics of Dance by Sarah-marie Belcastro & Karl Scaffer
Summary:
In this article, the authors explore the deep connections between dance and mathematics through ideas such as patterns, symmetry, graph theory, and choreography. By providing concrete examples of how mathematical concepts can be embodied and expressed through movement, they show that mathematics is not only present in dance but can also be experienced through it. The article highlights the usefulness and relevance of mathematics in different forms of dance, with the aim of helping readers see mathematics beyond abstract symbols and recognize its beauty and creativity in embodied forms.
Stop 1
“Each dance tradition has its own characteristic way of using mathematical concepts. For example, classical western ballet and Bharatya Natyam both use a strong sense of line” (p. 16)
It’s interesting to see that although there are so many different kinds of dance, they are all connected to mathematics in some way. In other words, there is always math behind the dances we see. When we watch a dance performance, we don’t usually notice the mathematics right away, but it’s fascinating to realize that mathematical concepts are embedded beneath the movements. This also reminds me of how mathematics can be a universal language. While different cultures and traditions have their own unique dance forms, there is still mathematics underlying the movements and choreography. That connection across cultures is really cool.
Stop 2
“He has explored polyhedra in dance using various props: PVC pipes, loops of string, and even fingers. In one dance, he used linked and glow-painted PVC pipes to make both polyhedra and whimsical shapes. This is an example of how mathematical ideas have led to dance movements that then led back to a mathematical question.” (p.19)
In the article, the authors provide many concrete examples of how mathematics is deeply linked to dance. What stood out to me is how simple, everyday materials such as PVC pipes, string, or even our own fingers, can be used to explore complex mathematical ideas like polyhedra. This highlights how mathematical thinking does not always require formal tools or written notation. Instead, it can emerge through movement, manipulation, and play. This makes me stop and feel both curious and amazed at how common mathematics is in our everyday lives, even in places we might not expect, like dance and art.
Wonder:
How might using simple, everyday materials like string, sticks, or our own bodies change the way students experience and understand mathematical ideas?I tried the star-making activity inspired by Scott Kim and Karl Schaffer with my daughter, and it immediately reminded me of Cat’s Cradle, which seems to be a big hit among elementary students. My daughter loves playing it with her friends, creating increasingly intricate figures until there are no more twists left and the string returns to a simple loop again.I think this would be a great activity for teaching concepts related to geometry, sequences, and spatial reasoning. It can also be connected to ideas from knot theory in an intuitive, hands-on way. Beyond the mathematical concepts, this activity naturally encourages communication and collaboration, as students often need to explain, demonstrate, and problem-solve together. This feels especially suitable for younger grades since the materials are simple and accessible, as you only need a piece of string. Students can also explore and invent their own patterns, which opens up space for creativity and playful mathematical thinking.
It is so funny! I also thought about Cat's cradle when watching the videos from this week.
ReplyDeleteYour first stop has me thinking. When I think about dance styles (hip-hop, ballet, jazz, tap, etc), I often have an idea of the types of music I might hear or the dance moves. I wonder if this can be extended or analyzed into the types of lines/mathematics involved in the dances. Do certain dances share similar mathematics?
Thinking back to doing the cat's cradle, I recall how engaging and sweeping of an activity it was. Everyone was doing it. Why? It's fun. I think we can harness the enjoyment in doing these sorts of things and attach purposeful mathematical conversation into it to make it an effective learning tool.
This week I have had so many "aha" moments and it is as if this whole program has led me to some big realizations. Math is not what I always thought it was and it is about imagination and creativity. Math lives everywhere and I want to find ways to express this to colleagues, students, and anyone who will take a moment to listen. In your summary you wrote, "The article highlights the usefulness and relevance of mathematics in different forms of dance, with the aim of helping readers see mathematics beyond abstract symbols and recognize its beauty and creativity in embodied forms." This idea is currently resonating with me in an impactful way that makes me feel awake to possibilities.
ReplyDeleteI have an idea that I am working on with my partner, Colleen N. and it is how to take pi and turn it into a dance. I envision a group of students creating a circle-maybe they're all dressed in black. Then another group of students stands in the center, spanning the diameter. (Maybe diameter groups all have another colour). They exit the circle and sit behind the first part of the people making the circle. Then the next diameter group comes across and exits taking their respective places. A third diameter group enters and then exits, leaving that .14 space and perhaps this is where the teacher could take the place. That small, unresolved space, the .14 the teacher inhabits, feels like the perfect metaphor for teaching itself: we don't have all the answers, but we show up and stand in the mystery alongside our students.
Lovely! Sukie, it's great to see your daughter trying this out with you, and to hear your observations about the multicultural connections with math and dance. Kristie, oooh, your project idea with Colleen N. sounds fascinating...!
ReplyDelete