MATHEMATICS AND DANCEA 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 × [kinetic energy = (half the mass) (velocity

squared)]

becomes: E = ½ × [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), 98-165Werner, 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.