Henle's article focuses on the mathematical elements of dance and how they can be related to mathematical concepts. The primary goal of this comparison is not necessarily to teach math but identify aspects within dance that are intriguing. I think this is an important thing to highlight as sometimes the exploration and play and movement is what prompts mathematical thinking, and approaching dance with math in mind might stifle creativity, whereas approaching with creativity in mind might encourage mathematical realizations.
One stop I had while reading the article was the specific examples of the Binasuan and dance with the four dancers; Henle discusses the idea that specific dance movements can be analyzed mathematically. The use of real-world dances to illustrate math principles adds some relatability to the discussion. Even though I'm not a dancer, I can see some of the ties to movement. Henle encourages separating the educational aspect of dance and math to focus on the inherent beauty and complexity of the dances themselves.
Henle also invites students to invent dances, which enhances the exploratory message of the article and encourages readers to appreciate the art and beauty of dance. I like this idea of having students invent movement and have explored this in the past few weeks - particularly with the idea of symmetry and reflection. I'm definitely going to try to incorporate some more creative movement in my class going forward as we explore new mathematical concepts.
The second stop I had was the Locomotion game on page 77. In this game, participants spread out and silently choose two partners in their head. The movement begins, and each person moves around the room in an effort to create equilateral triangles with their two partners. Of course, other people are trying to create equilateral triangles with them, so things get a little bit complicated. At some point, the movement more or less ends and everyone is in equilateral triangles with their partners. I can't wait to try this in my class with the students and am going to try get them into the gym this week to do this in a large open space.
I encourage you if you're able this week to try the locomotion game, or to try and invent a dance with your family or students, and try to identify any mathematical elements you can think of.
That game sounds so fun! I am definitely keeping that one in my back pocket to try when I get back to the classroom. Such a fun and easy way to engage students.
ReplyDeleteI like when you said "I think this is an important thing to highlight as sometimes the exploration and play and movement is what prompts mathematical thinking" - it's hard to remember that sometimes we just need to let the play and fun happen and not be tied to our agendas.