Class #3 - Dance and Math integration

Week 3         

          This week's class was an interesting one as we explored ways to integrate the concept of symmetry with dance. Throughout my time in the consecutive education program at Brock, the integration of curriculum has been a topic that interests me greatly. I find the aspect of making seemingly non-related connections between subject matter quite fascinating. Using the choreographic form of mirroring, we were able to explore the idea of symmetry from a different perspective. Grouping in pairs, we were challenged to create different movements and actions while our partner copied them, imagining that they were embodying a mirror image of the person creating the movements.

(Perara, Lal. "Mirror Dancing". [Online image] Retrieved February 2nd 2017).

          This activity was a lot of fun and was a useful lesson as a future educator because it incorporated several dance elements along with many stages in the creative process. The dance elements being utilized in this lesson were direction, size, pathways, levels and shapes. These elements are all included under the umbrella of the dance element called space. Each individual taking part in this activity was required to explore ways in which they faced or moved, the magnitude or energy of level of the movement, the patterns they made while moving, the distance of their body to the floor and the bodies form while moving in the chosen space.

(Trasatti, Melissa. "Dance Elements". [Online Image] Retrieved: February 2nd 2017).

          During this activity and throughout the exploration of the aforementioned dance elements, we were learning about various stages outlined in the creative process, found within the Ministry of Education's curriculum document. First we were challenged to explore the choreographic form of mirroring and then imagine the possibilities of our movements connecting to our dance elements. Next we had to plan and explore what the actual dance would look like and practice those movements so that we were in unison while mirroring each others movements. After producing our preliminary work we needed to revise and refine our dance so that it was smooth and flowing from movement to the next. After we felt as though our dance was well rehearsed we presented and performed our work to the class. We then were encouraged to reflect on our performed dance and to think about ways that it could possibly have been improved. Furthermore, at each stage of the creative process our instructor gave feedback and helped us to improve our choreographic form, continually reminding us of our focus on symmetry and integrated curriculum. 

(Trasatti, Melissa. "The Creative Process". [Online Image] Retrieved: February 2nd 2017).

          Although this activity seemed like a simple one, it helped me to see that lessons don't always have to be these grandiose lessons that have multiple stages and take 3-4 days to complete. In just one simple lesson, we were able to cover a choreographic form, multiple dance elements and all stages within the creative process. It reminded me of one very important piece of information when teaching, K.I.S.S. Sometimes keeping things simple is the best way to have students meet multiple expectations while having fun and learning in a safe environment.