I recently wrote a post, published both on my own blog and on the Teaching Artist Journal's ALT/space, about where I start when I assess student success in Math in Your Feet. An excerpt:
"All this is well and good, but what my colleagues really wanted were more specifics about my evaluative criteria. How exactly do I gauge my students --within the medium of percussive dance or with regard to the math? Again my, possibly controversial, answer: Both.
"And a question back: Why do we think of them as separate activities? I think part of the issue might have a lot to do with how we, on the whole, perceive mathematical activity.
"Generally conceived, dance is a three-dimensional, kinesthetic endeavor. Math is rote memorization of algorithms and concepts and inhabits a two-dimensional symbolic realm. Everything we’ve learned in school bears this out, except that it’s really not true! When I started to really investigate what it means to do math I found that it’s completely different than what I did in school when I was a kid (and you too, probably). And, as I dug deeper, I also realized I had been thinking mathematically all my life – I just never recognized it as a mathematical activity."
Read the full post here.