Transcript Mathematics and Dance A Mutual Friendship

MATHEMATICS AND DANCE
A MUTUAL FRIENDSHIP
Brittany McCarthy
WAYS IN WHICH THEY ARE RELATED


From counting beats and doing turns, to
maintaining formations on the dance floor,
and using different shapes, angles and levels
to help choreograph routines, dance and
math are correlated in so many ways.
Westreich says that dance is often taught by
having students repeat the organizational
structure (i.e. the steps) until they can
perform the entire sequence without any
thought. Similarly, mathematics is often
taught by having students repeat formulas
or calculations (i.e. multiplication tables)
until they have memorized them- again,
without any thought or analysis (2002).
THE TEACHING ASPECT




Aleta Margolis tries to give teachers ideas for stepping away from
textbooks and worksheets. A former teacher, she once asked sixth
graders to choreograph a dance using parallel lines, perpendicular
angles, right angles, obtuse angles, and other elements of
geometry. She then added a written component to the
assignment, telling the students to write out the instructions and
see if other kids could recreate the dance (Zuckerbrod, 2011).
This kind of lesson would teach many of the students in a manner
that will allow them to remember the concepts, because whether
they are the ones actually dancing, or watching the routines, they
will see, feel and most of all understand the concepts in a way
that applies to real life.
Many people do not realize that there are three types of learners,
kinesthetic, visual and audio. All three methods of learning
should be recognized in a classroom, and dance incorporates all of
them.
http://www.youtube.com/watch?v=5_u_0J_btCc
CALCULATIONS INVOLVED IN TURNS


There is an analogy between the equations of linear motion and
the equations of rotary motion that could help better describe the
physics involved with a spinning dancer. If you take almost any
equation of linear motion, and substitute angular velocity for
velocity, angular momentum for momentum, moment of inertia
for mass, angular acceleration for acceleration, torque for moment
of inertia, and so on, the equation of a spinning “top” holds.
So F = ma [force = (mass) (acceleration)]
becomes:


T = Iα [torque = (moment of inertia) (angular acceleration)]
Or E = ½ × 𝑚𝑣 2 [kinetic energy = (half the mass) (velocity
squared)]
becomes:


E = ½ × 𝐼𝑤 2 [k. energy = (half moment of inertia) (angular
velocity squared)]
This last equation explains the increased speed when the dancer
pulls their arms in.
MUSICAL INVOLVEMENT


Both music and math involve ratios, fractions, proportions and
thinking in space and time. When dancing, one must make music
with one’s body by moving on the beat. Dance and Music are so
integrally linked that it is hard to separate the two into a mere
discussion of only one (Hackney, 2006).
Often dance timing blows the minds of trained musicians, but for
students, it provides an example of how composite ideas can be
broken down into elements and rearranged (Hackney, 2006).
ANALYSIS

To conclude, dance and mathematics are correlated in ways that
many would not normally consider. The concepts are similar,
using elements of geometry, physics and number systems. There
is mathematics found in music, movements and levels on the
dance floor, and for that reason dance is now being used as a
means of teaching math to young students. Whether students
learn through hearing, seeing or using kinesthetics, dance will
push the students to step out of their comfort zone and learn
these concepts not only by hearing and seeing them but also by
means of physically moving through the material. Physics is also
a factor that influences dance, when it comes to leaps and turns
across the floor. There are rhythms, patterns and sequences that
dancers and mathematicians live and breathe every day. Luckily
for some people, they get to experience both, and not only write
down patterns, but feel them and use them as an escape.
REFERENCES
Ask Dr. Math (1996, May 31). In The Math Forum. Retrieved
March 22, 2012, from Google.
Burg, J., & Luttringhaus, K. (2005, November). Entertaining
with Science, Educating with Dance. In
http://www.cs.wfu.edu. Retrieved February 19, 2012,
from Googlescholar.
Hackney, M. (2006). Dancing Classrooms Enhance Math Skills.
Connect Magazine, 19(4), 23-25.
Jarrett, S. (2003). Giving Back. Dance Spirit, 7(7), 98-165
Werner, L. (2001). Arts for Academic Achievement. Changing
Student Attitudes toward Math:
Using Dance To Teach Math.. Retrieved February 19, 2012,
from Education Resources Information Center.
Westreich, G. (2002, August). Dance, Mathematics, and Rote
Memorization. JOPERD: The Journal of Physical
Education, Recreation & Dance. p. 12.
Zuckerbrod, N. (2011, April). From readers theater to math
dances: bright ideas to make differentiation happen
[Electronic version]. Instructor, 120(5), 31.