Dietiker (2014, 1) argues, “Students are expected to develop sophisticated ways to interpret diagrams using context and convention.” For some students, such deduction of figures may be difficult or impossible unless an alternate method of teaching is employed. The study participants ranged from ages four to eighteen. Crossref. Due to the fact that I started learning Bharatanatyam in the fifth grade, I had already learned the basic concepts of math. It was clear through data analysis that students appreciated the integration of math and dance in learning the basic geometric shapes. This holds audience members accountable and helps to captivate their attention through all of the performances. Data was analyzed using categorical content analysis supported by Leiblich et al. I thank Dr. Wendy  Oliver  (Providence  College)  and  Dr. Howard Smith (University of Texas at San Antonio) for their constructive criticism. Canadian J. Educ. I would prefer to do geometry using dancing because it is fun and I have to search what shapes Ms. Shastry is making while she is dancing (8). However, dance helped reinforce many of the concepts I had learned and even strengthened my math skills. (b) The participants’ parents are either professionals or have successful careers. Before analyzing the effects of integrating math and dance, we should examine how math is taught in schools. 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. This step calls for an external reader’s assistance so validity can be established. Several researchers note how traditionally mathematics has been taught predominantly using the lecture method. Videos are created by fellow teachers for their students using the guided notes from the unit. It is established that “Incorporating music, art, role-playing and games into the curriculum” made the lessons engaging to learners (Cook, et al, 2013; Dale, 1946, 1996; Prichard and Taylor, 1981, 22). Erlbaum. 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. The study investigates dance … In addition, the parallel form of mixed methods using a conversion design in which qualitative data can be converted into quantitative data was utilized (Mertens, 2010). Dance is geometry – shape-making, symmetry, asymmetry, reflections, rotations, transformations and directions. Clearing House: J. Educ. Dance Equations is a math dance system that helps educators teach math to all grade levels through arts integration. Dietiker LC, Brakoniecki A (2014). Here, the dancer creates rigorous geometric movements that correspond to the shapes taught in mathematics class. Massachusetts: Harvard University Press. Unlike other western dance styles, Bharatnatyam dances are performed to describe the stories sung using vocal and instrumental music. He also likes to seek out information while watching the visual representation of the shapes. This integration was possible through socio-cultural learning (Vygotsky, 1978), multiple intelligences (Gardner 1999), and integrative learning (Nowcek 2011; Zuckerbros, 2011). 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. (1998). Sample Pages. Bharatnatyam enables the learner to use the aesthetic elements while learning the basic geometric shapes   (see   appendix   D   for   shapes). 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. The data for this study comprised answers to three questions that the students answered (Table 2). Except for the skill sets discussed in the paper, she consented to my findings to be accurate. 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. First, it helps to have a reference point of the elements of dance, and particularly, the element of shape when it comes to dance. Disabilities 14(1):19-47. J Adol. No, geometry is much more complicated than what is in a dance and the steps. In Steier, Research and reflexivity, ed. Englewood, CA. Among students there is a feeling that math is a hard subject. Circles (Geometry Curriculum - Unit 10) UPDATE: This unit now contains a Google document with: (1) Links to instructional videos. Agents of integration: Understanding transfer as a rhetorical act. 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. The quantitative data was collected and analyzed to draw conclusions from the results (see step 4). The ending pose can represent the vertices (multiple vertex) of a pentagon (3), I will select the subtext that discusses body movements to form a circle - The turning of the body with the two hands at a right angle can represent the circumference of a circle  while  the  hand  stretch, outwardly can represent the radius of a circle (3). Moving with the brain in mind. All of the other information is ignored in the selected text. In math, as lesson plans advance it is important for students to have the freedom to create symmetry through new spatial understanding. For example, dance has been used in treating depression, teaching languages and mathematics. Teaching Geometry through Problem-Based Learning. This concept can be seen in the positioning of a dancer’s body in relation to themselves and their surroundings. Crossover between maths and dance. By providing a variety of ways to teach and incorporate geometry, you will reach every student in your classroom. They think numbers, shapes and equations are difficult and hard to compute. Dale E (1946). About the concept of angle in elementary school: misconceptions and teaching sequences. J. Physi. Magee AP, Leeth JH (2014). The participants are identified with numbers. 5(2) pp. Leblich et al. 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 . Ramanath BS (2009). Yes, I think we can do math using dance because every move they make they could measure it and add it up and get the total. Students are taken on a journey through the unnamed main character’s life and neighborhood where they are able to explore a multitude of shapes with her. Teaching maths as storytelling and dance. Sipe LR (1998). Strat. Not only can dance be used as a tool to teach curriculum, but also to teach creativity and critical thinking. I provide little checklists of our vocabulary words for audience members to use as they spot each one. Participants from third grades to eight grades identified all of the shapes that the kinder to third grade recognized and triangle, square, rectangle, circle, and parallelogram. Mathematics Teacher, v105 n5 p346-351 Dec 2011. 5(10):584-592. Educ. Sorting the Materials into Categories is analyzing discrete sentences from the data set. A mixed-media mash-up maths sketch show delivering KS2 maths. The study investigates dance movements called adavus, cultural relevance, and integration of elements from dance and geometry and the implementation of alternate strategies such as dance instruction to teach and learn basic geometric shapes. between the studies of mathematics and dance. “Bharatanatyam and Mathematics: Teaching Geometry Through Dance” was published in the Journal of Fine and Studio Art, Vol. After discussing the initial viewing, we watch again to focus on the positive and negative space. 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. The cone of experience. "Rote Memorization of Vocabulary and Vocabulary Development." Dance uses algebra patterning, group formations, tessellations, repetition, sequences and variations. We enjoy looking at symmetrical things because our brains like to hunt for patterns. Crossref. This article is published under the terms of the Creative Lecture Demonstration at the Multicultural Conference on Body Uncovered, San Antonio, TX. Dyan has a background in teaching advanced learners, and is devoted to using project based learning to help her students achieve 21st century learning skills and master the PA Core Standards. Dancers must become proficient with patterns and different stage formations while performing and students of mathematics must master skill set used in problem solving such as congruence, symmetry, shapes, and angles. This may be through song, dance, movement, pen and paper, or visual demonstrations. Devichi C, Munier V (2013). New York, NY: Dryden Press. Five of the participants listed all of the shapes from simple to complex. When they observe each other flip, rotate, and move shapes through space they see geometric concepts in large, 3-dimensional scale. However, it is important to bridge the movement to paper, since that’s how students will need to demonstrate their proficiency. Schools should consider investigating a variety of ways how culturally relevant practices such as Bharatnatyam could be exploited so diverse students including the Asian Indian American can benefit. 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. These four different steps were applied to all of the texts collected in this study, but the following section lists two examples (data) for each step. This dancer is kinesthetic, spatial, and logical thinker. Educ. In addition, Asian Indian students have a reputation of excelling in Science Technology Engineering Mathematics (STEM) fields. 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