Dance & Science

 

Week 3 

    This week our instructor focused on combining both science and dance to further our understanding of cross-curricular connections. Again, I was amazed to see such insightful strategies that can be applied to tie both subjects together. I wanted to discuss how our instructor introduced this topic to us - keep in mind that many of us are still warming up to the idea of dancing through a camera. Our instructor introduced the topic through a video that was a TedTalk, which discussed using dance to get a Ph.D. in science. Looking back on our drama notes, this introduction connected to Root-Bernstein's Theory of Creativity, which allowed us to observe the new concept being taught before interacting with it. 

    Following the video, our instructor recalled our previous knowledge on the different states of matter and asked us to individually (with our cameras off) explore movement with the different states (solid, liquid, and gas). It was quite interesting to experience this movement piece since I was constantly reminded of the intellectual part of the different states of matter, rather than the movement particles may be experiencing within them. At this moment, I realized that moving can reach students that are kinesthetic learners and require the movement to further their understanding of a concept. 

    After reviewing the different states of matter individually, our instructor directed us into our breakout rooms, where we would create a movement sequence between the different states of matter. It was interesting to collaborate with one another and understand the thought process behind each person's transition. In our groups, we had to develop a movement piece that would depict the different states of matter and their transitions. Obviously, if this was done in a classroom, there would be a stronger element of flow, but dancing on camera worked too. After rehearsing our performance a few times, each group presented their movement pieces to the class and our instructor. I can say that we are all slowly grasping the idea of dancing with no one around us but with our fellow classmates on a screen... oh, how the times have changed. 

    On a final note, I wanted to do some further research to see if any instructional resources could further this cross-curricular connection. To my surprise, there are many, but one specifically stood out to me for the junior classroom. It is called GoNoodle, which is an educational resource that encourages students to learn through movement. Below I have attached a video on the water cycle, which connects to the different states of matter. The group dances their way through the water cycle, and many teachers use this resource to give students a movement break and connect their understanding of a concept through movement. I would like to encourage my fellow viewers to watch the video below and tell me your thoughts on incorporating GoNoodle in your lessons when appropriate.