Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning
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We present exploratory analyses of three cases in which groups of four (quartets) worked with video recordings of choreographed performances from the opening ceremony of the 2016 Rio Olympic Games. We asked quartets to view the recordings, explain what performers were doing by reenacting what they noticed in the video, and create their own performances using props akin to those in the recording. In response, participants explored symmetries and transformations of quadrilaterals and triangles. We contribute to research on distributed, embodied mathematical learning at four levels. First, we argue for design research that engages in creative re-use by foraging in public media for performances with mathematical potential, then designing activities that invite learners to dissect and reenact these performances to explore that potential. Second, we analyze quartets’ work as a form of ensemble learning that hybridizes dance and mathematics. Third, we describe interactions that produced intercorporeality in the material work of quartets. Finally, we argue for reenactment as a supplement to methods of Interaction Analysis, using our own analysis as an illustration of this novel approach.
KeywordsForaging and dissection Dance and choreography Ensemble learning Embodied mathematics Interaction analysis methods
We thank teachers and students who participated in this study; members of the Interaction Analysis Lab at Vanderbilt University; Quinley Brady, who made our enactment drawings; and Emma Reimers, who helped us clarify our photographic images with annotations. Vogelstein was supported as a Public Scholar by the Curb Center at Vanderbilt and in part by grants from the National Science Foundation (Division of Research on Learning in Formal and Informal Settings—1647242 and 1742257). Authors are listed in increasing order of seniority; each contributed equally.
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