The best fun anyone can have learning maths! In regard to the benefits of movement in classroom, there is a book titled Teaching with the Brain in Mind by Eric Jensen that provides and array of reasons that movement when learning is … Dance Equations is a math dance program that goes beyond clapping, rudimentary motor skills, simple patterning and basic mathematical concepts. Dance, mathematics, and rote memorization. However, five of the writers recorded rectangle as parallelogram. Mastering Geometry Concepts with Dance It is so interesting for me to observe students learning geometry in the elementary classroom simply because it is so different than other math concepts. New York, NY: Dryden Press. The writer is able to articulate how skill sets acquired in one discipline is helpful in another domain if the proficiencies are complimentary to each other. Copyright © 2021 Author(s) retain the Lazonov G (1981). It is not my intention to disparage rote-memorization because dance media (e.g., Bharatanatyam) is also learned through memorization; however, dance uses different modalities to teach various concepts to learners. 15(1):4-22. http://www.shineforgirls.org/.http://www.shineforgirls.org/, (accessed March 20, 2015). Dance is also a beneficial medium to teach basic geometric shapes to young children because dance is an engaging art curriculum that can be used in schools. Through dance, children can experience music and art from different cultures, pe-riods, and techniques, which promotes deeper understanding through experiential learning. This is an advanced concept that can be understood by a student who has strong knowledge of both the disciplines of math and dance. (c) Most of the participants dance or watch their siblings and friends dance. Artist J 11(4):205-214. http://www.mathinyourfeet.com/publications.html, (accessed April 10, 2015). Mythologies. The data collected for this study aligns with Piaget’s stages and the following section lists examples from data that conforms to Piaget’s framework of reasoning. Sorting the Materials into Categories is analyzing discrete sentences from the data set. The various geometrical shapes that are formed with the first line comprising “Tha Dhi Thaka Thakadi Thajum” are - triangle, right angle, line segment, diagonal, half circle, circle, diamond, and obtuse and acute angles. Videos are created by fellow teachers for their students using the guided notes from the unit. Such as the music that goes with the common jathis, learning to count the beats in threes and fours helped with multiplication skills. In this paper, I explore the integration of dance and the teaching of mathematics, specifically basic geometric shapes using the Asian Indian dance called Bharatanatyam. (Contains 29 references.) J. Vocat. The steps and shapes made in a dance are simple, only scratching the surface of the complicated math involved in geometry (1), I am concerned with the identification of shapes here, so I will select this section of the text for analysis - The steps and shapes made in the dance are simple (1), I believe that I can use dance to learn Math concepts, specifically geometry, by using dance. The author will use “…the contents collected in each category …descriptively to formulate a picture of the content universe in certain groups of people or cultures” (Leblich et al., 1998, 114). Adult Lit. http://utsa.eblib.com/patron/FullRecord.aspx?p=1222702 (accessed June 5, 2015). This holds audience members accountable and helps to captivate their attention through all of the performances. In Bharatanatyam, there is a tacit element of instruction - the dancer/teacher guides the audiences through codified bodily movements and schematized expression (Ramanath, 2009). Among students there is a feeling that math is a hard subject. Brillon R (2014). Geometry Dance CPCTC. No, geometry is much more complicated than what is in a dance and the steps. Teachers often report that children either get it or do not (Cornell, 1999; Duru, 2010). http://sangeethas.wordpress.com/2014/10/09/know-thy-dancer-indrani-rahman/ (accessed March15, 2015). Los Angeles, CA: Sage. Barthes R (1987). Interactive geometry software (IGS) or dynamic geometry environments (DGEs) are computer programs which allow one to create and then manipulate geometric constructions, primarily in plane geometry.In most IGS, one starts construction by putting a few points and using them to define new objects such as lines, circles or other points. Dale E (1996). This mixed methods study examines the students’ understanding of learning the basic geometric shapes using Bharatanatyam. F. Steier, 53-62, London: Sage. Categorical analysis is dividing the text into smaller units for analysis. The quantitative data was collected and analyzed to draw conclusions from the results (see step 4). Dietiker and Brakoniecki (2014) point out that aesthetic dimension of mathematics learning experiences is not addressed in schools and it needs attention. Not only can dance be used as a tool to teach curriculum, but also to teach creativity and critical thinking. Moore C, Linder S (2012). Crossref. Therefore, this study’s findings cannot be generalized, but the study may be informative to researchers and teachers interested in the integration of dance and math disciplines. The data analysis revealed the benefits of dance and math integration. Sangeetha S, Ragothaman Y (2014). Evaluating Impacts Spatial reasoning. In addition, dance may be an appealing vehicle to help visual and kinesthetic learners to understand the basic geometric shapes such as square, rectangle, triangle, and diamond. This writer is able to recognize the different shapes formed in different mudras or poses in Bharatanatyam. Dietiker LC, Brakoniecki A (2014). A follow up study with more number of participants will yield better results. In addition, Rosenfeld (2013, 211) claims that dance facilitates math learning including concepts such as, "congruence, symmetry, transformation, angles and degrees, attributes, pattern recognition, symbols, and mapping on a coordinate grid.”. Dance is all about shapes. Bharatnatyam is also an expressive dance form that uses semiotics, storytelling, music, culture, religion, mathematics, philosophy, and history and this dance is used to help children of Asian Indian origin to become culturally grounded. The participants described their willingness to learn through transmediation and not merely through linguistic modes of instruction. Lazonov (1981)’s experimentation with ballet dancers and opera singers to teach young children how to read is a classic example of practical use of dance. Since I am a very hand[s] on learner, dance has definitely helped reinforce those concepts” (15). During the author’s observations of young adults learning Bharatanatyam, she realized that dance could be used to teach children valuable skills including basic geometric shapes such as line, square, rectangle, and triangle. Then, the sub texts were categorized, and finally, a statistical procedure was applied. The pre-operational child between the ages of 2 and 7 years uses language and represents objects by images and words. Learning geometry through real-world application will aid most of your students in understanding the importance of geometry in their world. Arithmetic and geometry can be studied through music and dance: this is the new multi-sensory teaching method identified by the European project WeDraw, coordinated by … When they observe each other flip, rotate, and move shapes through space they see geometric concepts in large, 3-dimensional scale. How can Bharatanatyam dance instruction be applied to mathematics teaching, specifically to teach basic geometric shapes? Parallel form is collecting both qualitative and quantitative data simultaneously. The first two questions are brief responses and the third question is a narrative response, where students write about how they can or cannot learn basic geometric shapes using Bharatanatyam. Dance and play. San Antonio Writing Project (Department of Interdisciplinary Learning and Teaching) University of Texas at San Antonio, United States. Sipe LR (1998). She recommended that the author reword the skills sets identified in the limitations and implications section of the article. According to Moore and Linder (2012, 108), “…the arts are inherently connected to other domains of knowledge and therefore are disconnected at the expense of the intimacy between the arts and other domains.” The combination of Bharatanatyam concepts that support math concepts as described through the analysis of the data in this study help with understanding of the integration of dance and math as informative and perceptive. Nodelman observes that words have a greater potential for conveying temporal information, whereas pictures have a greater potential for conveying spatial information (Sipe 1998, 100). 12(3):104-108. http://dx.doi.org/10/1080/15290824.2012.701175, (accessed on 6 June, 2015). Bharatanatyam is about having straight lines. According to Piaget (as cited in Ultanir, 2012, 46). Recreation Dance 73(6):12-12+. Ph.D. Prichard A, Taylor J (1981). The author provided the study participants with a YouTube video of a Jathi performed by Savitha Shastry and asked them to watch and then identify the different geometrical shapes as presented in the dance. Disabilities 14(1):19-47. According to Poursabahian (2012, 25): When a struggling student suddenly gets a certain adavu or kannakku (the math behind a complex set of adavus) because of an innovative instructional tweak on my part, the thrill and sense of satisfaction is beyond words. Sample Pages. (1998, 113-114) describe that “When two or more judges are involved in sorting contents into categories, this can be done independently, to allow the calculation of the interjudge reliability, or jointly, to create higher sensitivity to the text and its meaning to different readers.”. Siegel M (1995). Devichi C, Munier V (2013). J Math. “Bharatanatyam and Mathematics: Teaching Geometry Through Dance” was published in the Journal of Fine and Studio Art, Vol. When I was on the road with a children’s theatre company back in the day, and I had to direct the 5-7 year old age group, I discovered that when I “sang” choreography instructions, they retained the information better than when I simply stated the instructions to them. Teaching maths as storytelling and dance. The integration of math and dance encourages teachers to rethink their approaches to teaching content area (geometry) utilizing aesthetics (dance), especially for those students who engage in out-of-school cultural art activity. Gestures, but not meaningless movements, lighten working memory load when explaining math. Mastering Geometry Concepts with Dance It is so interesting for me to observe students learning geometry in the elementary classroom simply because it is so different than other math concepts. Data were collected through written email responses and it was stored in a wiki created for this study. One example is the Jathi interpreted by Savitha Shastry, dance master of the Kalakshetra school of Bharatnatyam (see video link http://safeshare.tv/w/iegEtLKOnM) (see appendix A for permission from the author). 6-17. Table 1 illustrates the classification. Understanding Geometry in the Dance Studio 3 spatial reasoning skills { such skills are vital for both dance and geometry students. Bracilovic A (2009). Bharatanatyam and Mathematics: Teaching Geometry Through Dance Author: Iyengar, Mukunda Kalpana Journal: Journal of Fine and Studio Art Issue Date: Note: As an extension or in place of these performances, students could take pictures of the performers as they create each geometrical movement and label the geometry with an app such as Skitch or Seesaw. He prefers precision through observing the shapes. This may create some biases in the participant selection, which may differentiate them from their classmates at school. Chicago, IL: Southern Illinois University Press. Decolonizing dance curriculum in higher education: One credit at a time. Bhartanatyam uses all of these intelligences through movements (exit, entry, poses, and positioning on stage while dancing), music (tonal semiotics), and formations (simulation and coordination including stage movements). We need to improve geometry teaching in the elementary and middle school so that students' van Hiele levels are brought up to at least to the level of abstract/relational. McCarthy-Brown N (2014). Sep 12, 2019 - Dance Equations is designed to MAKE MATH FUN and to GET KIDS DANCING! Dance is geometry – shape-making, symmetry, asymmetry, reflections, rotations, transformations and directions. This can help to change a fixed math mindset and give a student the confidence boost he needs to believe in his math abilities. This method of learning helps students construct knowledge not just by using text or language, but also through painting, dancing, singing, dialoging, and acting (Fauth 1990; Zakaria et al 2013). According to one of the study participants, it is easier to visualize than just listen to material presented to her. Leblich et al. J Physical Educ., Recreation, and Dance 83(1): 24-26. Narrative analysis: Reading, analysis, and interpretation. The last set of students wrote down all of the previously mentioned shapes and the following shapes – trapezoid, diamond, acute and obtuse angles, rhombus, and hexagon. Bharatnatyam is orchestrated body movements that are synchronized to Carnatic music. Behav., 32(1):1-19 (accessed August 10, 2015). These clips could be used for teaching Maths at KS2 or at a beginner level in England, Wales and Northern Ireland and 1st and 2nd Level in Scotland. Dance movement therapy for depression. In regards to geometry, math actually helped me become a better dancer. However, dance helped reinforce many of the concepts I had learned and even strengthened my math skills. The following section discusses the video and mathematics instruction including how dance can be used to teach math. For instance, this study is looking into teaching basic geometric shapes through dance and hence the narrative responses of the participants can be subdivided into shapes recognized and skills learned. After each group’s performance, the audience members share the vocabulary words they thought they noticed and the performing group gives them feedback, sometimes demonstrating the pose again to show the polygon (or other term) that they created. The study investigates dance … Many Asian Indian students learn Bharatanatyam for cultural maintenance and preservation. I provide little checklists of our vocabulary words for audience members to use as they spot each one. The only computation this study uses is the number of times each participant identifies a geometric shape in the dance. This article is published under the terms of the Creative http://utsa.eblib.com/patron/FullRecord.aspx?p=674679, (accessed June 05, 2015). It was clear through data analysis that students appreciated the integration of math and dance in learning the basic geometric shapes. Students could import these into Adobe Spark and add music to create a music video similar to those we viewed of Pilobolus. It may be difficult for my classmates to understand our Indian dance, so other dance is better (10). Boost Test Scores. May 27, 2020 - Explore All Things Maths's board "Geometry: Angles", followed by 2202 people on Pinterest. Transmediation is “the process of translating meaning from one sign system (such as language) to another such as pictures)” (Siegel 1995). In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dance with symmetrical figures. Dance is also a beneficial medium to teach basic geometric shapes to young children because dance is an engaging art curriculum that can be used in schools. Using transmediation in elementary preservice teacher education: A literacy and science collaborative. 78(6):273-276. J Dance Educ. Grade 3 / Math / Geometry Show more Teaching Channel is a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow. Through her strategy, the teacher encouraged her students to learn elements of geometry and write the directions to recreate the dance. These movement activities are an integral part of my geometry unit, and I wouldn’t want to teach the concepts without them. However, it is important to bridge the movement to paper, since that’s how students will need to demonstrate their proficiency. Auditory learners seek out aural instructions and logical/mathematical learners may look for information presented in a calculating and analytical fashion (Gardner 1999). Introduction: constructivism and social constructionism in the career field. Several participants pointed out how teaching styles did not match with the learning needs of students, especially those who were experienced with culturally contextualized dance called Bharatnatyam. In Classic writings on instructional technology, ed. Res. Definition of the Content is the different theories or themes that emerge in the text. Choreography math: Teaching geometric concepts through dance movement and design. Galeet W (2012). Also, new approaches to problems of teaching number theory through embodied movement and dance is sought after (Dale, 1946, 1996; Devichi and Munier, 2013). These linguistic materials help children learn and practice math concepts. The recognition of shapes correlated with their ages. Students who struggle with math sometimes shine when learning geometry since it is so visual. Teaching mathematics in today’s educational system has become more challenging than years past. The study also revealed how Asian Indian students can reiterate math concepts through Bharatanatyam. Five of the participants listed all of the shapes from simple to complex. This concept can be seen in the positioning of a dancer’s body in relation to themselves and their surroundings. Cambridge, UK: Cambridge University Press. The concrete operational child between the ages of 7 and 11 can classify objects according to several features. For centuries dance has been regarded as an aesthetic experience, an entertaining work of art, and a vehicle for gratification. The study also enabled the researcher to gauge the relationship between perceptive, kinesthetic, and visual spheres of learning and the heightened level of knowledge formation through the integration of dance and math. Zuckerbros (2011) describes a 6th grade teacher’s approach to guiding her students to choreograph a dance. Some students can naturally make this transfer, but most students need a scaffold to connect their movements to the types of questions that are presented to them as they use attributes of polygons to identify them like the examples shown here, or explain the mathematical difference between a square and a rectangle. Paper presented at the International Conference on Mathematics Textbook Research and Development, San Francisco, CA. Further, Rodenfeld (2013, 213) recognizes the skill set needed in both of these disciplines of math and dance, “choreograph, decide, collaborate, experiment, tinker, revise, play, apply, represent, analyze, discover. Crossref, Poursabahian JP (2012). About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. (b) The participants’ parents are either professionals or have successful careers. This dancer is kinesthetic, spatial, and logical thinker. Have you tried using dance to help students master geometry? However, the visual and kinesthetic learners in our classrooms may depend on other modalities to learn math and according to Dietiker and Brakoniecki (2014, 33) “...There are many questions that remain unanswered about how diagrams are used by texts, teachers, and students. Teachers have recognized the benefits of teaching math using interactive and engaging methods (Dale, 1946, 1996; Klingenberg, 2012; and Redmond, 2011). The authors have not declared any conflict of interests. This dance requires students to learn from a teacher who is trained in a specific style of Indian music or dance. On the relations between seeing, interpreting and knowing. Intelligence reframed: Multiple intelligences for the 21st century. page example . It is designed to supplement any math curriculum. Dance Equations focuses on many math subjects, all of which can be taught with dance. Res. It is a semiotic medium, which incorporates schematized body movement, music, and paralinguistic features to tell stories from the Hindu epics (e.g., Ramayana and Mahabharata). 1. Copyright 2010-2020 The Vision Board, LLC | All Rights Reserved. Cornell C (1999). The following table explains the first two steps involved in categorical analysis process of data. This sentiment gets at the heart of the methods of SHINE: using dance to make math stick. Social constructivism theorists "believe that much can be learned from investigating an individual's sense-making strategies as he or she attempts to understand mathematical ideas" (Lambdin and Westcott, 2007, 15). The writer also acknowledges that she is a kinesthetic learner so dance has helped her to visualize diamond and isosceles triangle. This study was conducted out of school with students from one cultural group that is marginalized in the US. Steedman P (2000). Crossref. Mathematical concepts such as Geometry can be introduced to students by teaching them dancing. Children's Literature in Education 29(2):97-108. Dance therapy and depth psychology: The moving imagination. The author rephrased the categories later. The study participants ranged from ages four to eighteen. Essential dance medicine. Int. They think numbers, shapes and equations are difficult and hard to compute. The study investigates dance … Dance Equations is a math dance system that helps educators teach math to all grade levels through arts integration. Gardner identifies seven different kinds of learning styles and I am focusing on the four styles applicable for this study. Blin. The participants of this study were Asian Indian American students attending schools in three major cities in the southwest region of the United States. Englewood, CA. More specifically, the books and resources demonstrate how to teach dance curriculum and how to use it as a fundamental teaching tool. Crossref, Yang W, Weiping, D (2011). Dance is geometry – shape-making, symmetry, asymmetry, reflections, rotations, transformations and directions. Jul 16, 2019 - Explore QueenAri's board "10th Grade Geometry" on Pinterest. 58(4):327-336. http://onlinelibrary.wiley.com.libweb.lib.utsa.edu/doi/10.1002/jaal.364/ep df, (accessed on June 5, 2015). Angles and lines all over…Dance helps me memorize the angles and lines (19). This study draws from social constructivism (Steedman, 2000; Shoval, 2011; Young and Collin, 2004), theory of multiple intelligences (Gardner, 1988), and semiotics (Sipe, 1998). This mixed methods study informed by categorical content analysis is designed to recommend a framework for exploring how Asian Indian students can learn basic geometric shapes through Bharatanatyam. And so, it only makes sense to parallel dance, the geometry of dance. Further, Dietiker and Brakoniecki (2014, 6) clarify “it is not surprising that learning mathematics appears to many students as a game where the rules seem arbitrary and hidden.” Traditional methods disengage students who learn differently using alternate methods of learning (Ultanir, 2012, 198). First, it helps to have a reference point of the elements of dance, and particularly, the element of shape when it comes to dance. Further, alternate teaching methods may produce higher engagement in students (Werner, 1978; Zakaria, 2013). The semantic aspect comes from the word(s) and context, while the syntactic is the grammatical structures, and the pragmatic is the effect the signs have on the reader, listener, or watcher. I tweeted about this and promised I would blog about it, but told myself I wouldn't until I got through the other draft blog posts I had started and not finished. Mertens DM (2010). Describes using clusters of high-quality literature to support the teaching of key geometry and measurement ideas. (1998). Journal of Fine and Studio Art Bharatanatyam and Mathematics: Teaching Geometry Through Dance Educ. Sep 12, 2019 - Dance Equations is designed to MAKE MATH FUN and to GET KIDS DANCING! This highly codified style of dance originated in the state of Tamil Nadu in South India in the 4th century (Banerjee 2013; Sangeetha and Ragothaman, 2014). Parents take their children to dance class for cultural preservation. Students love these bright, stretchy dance bands! In math, as lesson plans advance it is important for students to have the freedom to create symmetry through new spatial understanding.
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