ARTS INTEGRATION:

INSPIRING STUDENTS TO LEARN

Below is a summary of some "Arts Integration" programs that can be run at any school. These blend the study of Latin Dancing with standard concepts in Mathematics, Science, and Social Studies curricula.

For example, some dances such as Cuban Salsa, are performed by couples in a circle. A line drawn between the leader and follower in each couple should be a tangent to the circle if they are positioned correctly. If extended, these lines would create an equilateral polygon. Students can watch some dance shows and determine if the dancers got their geometry right! Or they can compute the length of music needed to fit a dance performance of a given number of beats and a given tempo. Then they can have fun testing if their conclusion works.

Below are detailed descriptions of some arts integration programs with specific references to the common core principles that are covered. To arrange a program for your school or group, please contact me, Dr. Barbara Bernstein (443-773-2623; Barb@BetterTeachingNow.com).

PROGRAM # 1. (Grades 6-12)

Using Salsa Dancing To Teach Concepts In Middle and Upper School

Mathematics and Physics

A variety of principles in STEM subjects (Math/Science) can be illustrated by aspects of dancing Cuban Salsa, which I have taught for the past dozen years. This dance is done by couples in a circle, with frequent partner exchanges. It is the lively group form of Salsa that was featured in "Dance With Me." Mathematics enters into many aspects of the dance, from how music is counted and cut for presentations, to how the circular formation of the dance respects the laws of Geometry and Physics, etc.

For example, I frequently remind dancers to watch their placement on stage so they remain symmetric---in a well formed circle, or in lines if the presentation is linear. We also chant the rhythm of the moves so they are executed in tight synchrony. All of these concepts use Mathematics.

For high school students, more advanced Mathematics can also used by featuring principles of high school Geometry. For example, if a line is drawn between each leader and follower in a Cuban Salsa circle, that line would be a tangent to the circle. This means that if you drew a line from the center of the circle to the point half way between the couple, it would be at a 90 degree angle to the line connecting that leader and follower.

And if you extended the line between all the leaders and followers, you would be drawing a regular polygon, meaning that all the edges of the polygon would be the same length. In practice, all of this simply flows from the fact that the couples are spaced evenly around the circle. This is in essence, a mathematically rigorous way of saying that. So if anyone isn't in exactly this formation, the circle will look lopsided.

And by diagramming these lines and circles at the board, many other relationships can be observed. Congruent triangles are created when radii to certain points on the circle are drawn, and students can prove congruence between some of the triangles. The polygon constructed as described above would be an equilateral polygon circumscribed around a circle. But a polygon can also constructed by connecting the points (vertices on the circle) which represent the mid-point between each leader and follower. This second polygon is also equilateral, and it represents a polygon inscribed in the circle. The diagram will have some central and inscribed angles; and the measure of these angles can be computed, as well.

Moreover, by altering the number of couples who are diagrammed dancing in a circle, you are essentially "doing the same problem with different numbers." So students can run through the exercise again and practice all the computations and see the concepts in a slightly different light--with new numbers.

To further expand the lesson, we then have the dancers create a larger circle, concentric to the original dance circle. So for example, suppose we have five couples in a circle. We keep the circle fairly small initially. If we then create a circle with a bigger radius, the dancers will have a longer path to cover when they move to a new partner. But they still have the same number of beats to move in. So they have to move much faster.

Specifically, if the radius were doubled, the line from the midpoint between one couple to midpoint between the next couple would also be doubled. This can be proven using laws of similar triangles. Similar triangles are created since the radii on each circle are equal, and the angle between the radii is the exact same angle. Hence the relationship between the length of the corresponding sides are in direct proportion to each other.

Thus doubling the circle's radius, doubles the path the dancer travels to the next partner. That makes stopping at the right spot more difficult, because dancers build momentum while moving. This complies with Physics principles. At the same time, the angle of the circle they are covering (the "arc") remains the same in a big or small circle. (It is one fifth of the circle with 5 couples. That is 360 degrees divided by 5.) So Physics concepts of speed and momentum can be brought in.

And the ratio and proportion relationship between similar triangles found in these concentric circles allows the teacher to cover somewhat simpler mathematical problems, such as solving for an unknown. This is ideal for students in middle school who aren't yet ready for the more complex geometric relationships described in the several paragraphs above.

As you can see, many principles of Math and Science are very naturally illustrated by working with the music and dance moves in a Salsa circle. I can present a program that would be fun and instructive, making Math and Physics principles come alive through dance. The program links STEM subjects to everyday experience and is suitable for children in grades 6 through 12. There are two options: one geared to middle school Math students, and the other for high school Math and Physics students.

In addition, I produced a six minute documentary film on Cuban Salsa (Rueda) that can be shown to the students. It's an inspiring film that underscores the universality of interest in this dance, all across the globe! To watch a trailer for the film, Click here.

For each program, a detailed lesson plan is prepared, including objectives, goals, procedures, evaluation methods, relevant hand-outs, and common core standards that the lesson addresses. The exact content of the lesson plan will be determined by the students' grade level and their mathematical sophistication. But all of the lessons underscore the link between STEM subjects and the art of dance.

PROGRAM #2. (Grades 6-12)

Mathematical Calculations In Preparing a Salsa Performance

In preparing to do a dance performance, calculations must be made to prepare the music so that it has the right number of beats for a specific choreography, and so the sound ends at the end of a musical phrase. (This makes the presentation "feel finished.") These calculations can be made by the students so they see how math plays into performance preparation.

When a dance company gets music prepared, the song must end at the end of a musical phrase. A Salsa phrase is often four or eight sets of "8 beats." This computation offers a perfect opportunity to use base 4 or base 8, instead of our base 10 system. One would want the final number of beats in a piece of music to be divisible by 4 (or 8), which could be represented as a zero in the "one's place" if the counting were done in base 4 (or 8).

And even without using the complicated idea of other base systems, just the calculations done in our ordinary base 10 to get music cut and prepared for a show, offers a nice opportunity to show how math computations enter into the arts. In this lesson, students can be introduced to a few moves, count the beats in each, and then figure out how they would choreograph a presentation using those moves. Then they have to relate that to the music and make the corresponding computations as they apply to music. So they have to decide where in the music they wish the piece to end so that it sounds complete. Then they decide what moves fit that number of beats. Most Latin songs last 4-5 minutes, which is usually too long for a performance piece. Hence these calculations have to be made as music must be cut. If by chance an entire song is used, then the calculations of which moves fit the music still must be made.

The program described here can be offered in a single session, just explaining and showing the moves and doing the math. That would be suitable for grades 5 to 12. Or a group may wish to prepare for a performance of some kind (for an "International Night" or Hispanic Heritage Celebration, etc.). In that case, the program can run for four or more lessons, and students will actually learn the moves and do the math needed to prepare music for their performance. This approach is recommended for students in high school or college, and it results in students who can present a short Latin dance performance.

A full lesson plan with objectives, goals, procedures, evaluation methods, relevant hand-outs, etc. will be prepared depending on exactly what the lesson covers. And a six minute documentary film on Cuban Salsa (Rueda) that I produced is also available to show the students. It's an inspiring short film that underscores the universality of interest in this dance, all across the globe! To watch a trailer for this film, Click here.

PROGRAM # 3. (Grades 5 to 12: Social Studies)

Hispanic Culture and Its Contribution To the World

A lesson on Latin dancing makes a very natural accompaniment to a social studies unit. The dance lesson could cover three or four of the most popular Latin dances (e.g. Bachata, Merengue, Salsa and Cha Cha). The history, underlying rhythm, and cultural relevance of each dance could be discussed. These dances originated mostly in Latin countries of the American hemisphere, so this would be perfect for a unit on Latin America, an "International program/festival," or for a school program celebrating Hispanic Heritage Month. However it suits a unit on world history as well, because the world-wide popularity of Latin music underscores the global nature of today's world.

I can provide a "hand-out" on the underlying rhythms of the major Latin dances to accompany the lesson. Hand outs on Latin culture, dance histories, and a verbal description of basic dance steps are available as well. All of these would make a nice additions to the program.

If the school/class is interested, I also produced a 6 minute documentary film on how Cuban Salsa has become popular world-wide which could be shown. The film includes Salsa performance groups representing all the (inhabited) continents on the globe! It even features an adorable group of young Cuban children dancing. To watch a trailer for this film, Click here. In addition to illustrating Latin culture, the film links Latin America to the rest of the world, illustrating how their music and dancing have been "exported" so that people all over the world now enjoy it. Again, this reflects the global nature of today's world which an important lesson in modern social studies.

PROGRAM # 4. (Grades 6 to college level)

A Team Building Exercise Using Dance

Team building exercises force people to work together and enhance the message that everyone adds value to a group, and that each person contributes and has inherent worth. Hence, a team building activity in which all members of a group (such as a class or school) must work together is useful for students or adults who do projects that involve cooperative work.

I run team building exercises by teaching Cuban Salsa, a group form of Salsa dancing. In this dance, after every move, the leaders move to a new partner. If any leader does not move to a new partner, then he is holding onto someone who should become another leader's partner. So the dance circle doesn't flow as it should, and the whole circle is affected. Since it is more fun for everyone when the circle flows properly, there is a natural incentive for people to help each other. As a result, people tend to work together cooperatively for their mutual benefit.

This, then, is a way to draw an entire group into a web of interdependence which fosters mutual helpfulness. This program has been successfully used by students in schools and by adults in organizations or workplaces. In fact, it has been run at school faculty meetings, as well as with students.

PROGRAM #5 (Grades 4 to college level)

Women Take The Lead

This program begins with a brief talk about the history of women's roles from antiquity to the present and how they have changed. The talk can include some discussion of how dance roles reflect societal norms, and the tradition-breaking work done by Barbara Bernstein's dance company. This conveys a message of women's empowerment and can be done during Women's History Month (March), or any other time of year.

Latin dances performances are usually included, with a woman both leading and following. In some cases, two ladies switch roles so that someone who starts out leading ends up following and vice versa. The program can be done with a man and a woman who switch roles. In that case, sometimes the woman is leading and the man following, and sometimes they're in the traditional roles.

Traditionally in partnership dancing, men lead the dance, deciding what moves to do. Women simply acquiesce and follow whatever is led. This means that the men do the "thinking and creative work." In professional level dancing, steps can be quite complex and require a lot of practice and memory. But all those challenges have traditionally belonged only to the men. However in this lively presentation, ladies step up to the plate and show they can lead complex material very capably, too!

The phenomenon of women leading partnership dances reflects their changing role in society. In the spirit of "art imitates life," this program shows ladies embracing all the roles that are played by Latin dancers. This fun and inspiring dance presentation is based on the principle of women's innate equality and capability.

The program is constructed so girls are given the opportunity to learn the leader's steps if they wish. The program is guaranteed to be both empowering and fun!