DIGITALLINKS BETWEEN MATHEMATICS EDUCATION AND DANCE
1 Universidad Politécnica de Madrid (SPAIN)
2 Student in the dual degree program in Physical Activity and Sport Sciences and Primary Education at the Comillas Pontifical University in Madrid. (SPAIN)
3 Comillas Pontifical University (SPAIN)
4 Polytechnic University of Madrid (SPAIN)
5 Professional dancer and student of the Higher Degree in Dance at the Superior Conservatory of Dance of Madrid “María de Ávila (SPAIN)
2 Student in the dual degree program in Physical Activity and Sport Sciences and Primary Education at the Comillas Pontifical University in Madrid. (SPAIN)
3 Comillas Pontifical University (SPAIN)
4 Polytechnic University of Madrid (SPAIN)
5 Professional dancer and student of the Higher Degree in Dance at the Superior Conservatory of Dance of Madrid “María de Ávila (SPAIN)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 171-180
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0058
Publication year: 2022
Pages: 171-180
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0058
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Dates: 4-6 July, 2022
Location: Palma, Spain
Abstract:
This article presents a project carried out by the above group of researchers. The purpose of this study is to promote the interaction between art (especially dance) and science (especially mathematics), as well as demonstrate the possibilities of their transversality, both for students of all ages and the general public.The project focused on having students from the Polytechnic University of Madrid use art in general and dance in particular as a way of understanding concepts in mathematics, engineering, and architecture. This was done in such a way that, through the research of different art forms, they were able to advance their scientific training and improve important transferable skills that they could use in their future academic and professional lives.
Previous research in this area has led to the development of numerous transferable skills; many of which are among the ten most valued transferable skills by employers. For example: interpersonal communication, creativity, teamwork, commitment, and proactivity, among others. Moreover, cultural and artistic skills entail the development of one’s ability to not only express themself through the articulation of their own personal creative resources but also to appreciate and enjoy the different forms of art and culture. The promotion of these skills as a source of enrichment and enjoyment can contribute to the well-rounded training of students.
Through the study of different artists and their creations, especially choreographies, we proposed works and performances combining technical and artistic knowledge. On the one hand, the students collaborated and participated in this research and creative experience, and, on the other hand, they also attended the presentation of the resources produced.
The main activity was focused on holding an audiovisual dance and mathematics show. With this, new methodologies were developed to promote, through classical and contemporary dance, an approach to knowledge and mathematical thinking. This is an innovative proposal that focuses on developing a show that combines documentary-style discourse and dance with notable audiovisual support, where science and art show their similarities and merge to promote and teach scientific concepts through dance.