Function Calls and Algorithms in Dance Choreography
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MichaelAM
Nov 1, 2010, 5:59:54 PM11/1/10
to cs-unplugged-sharing
Here's an activity that I designed while working at the Interactive
Journalism Institute at The College of New Jersey. I found it pretty
successful, so I'd like the community to have access to it.
Any input is appreciated. Please contact me if you want more
information.
-Michael
Function Calls and Algorithms in Dance Choreography
Summary
When people have a lot to do during their day, it can be easy to get
confused and miss appointments. Many people make lists and schedules
to provide organization and to avoid any mishaps.
Curriculum Links
Mathematics: Algorithms and Functions
Physical Education: Dance
Music Education: Recognizing the structure of jazz music.
Skills
Co-operative problem solving
Creativity
Self-confidence
Ages
12 years and up
Materials
The group leader will need:
A stereo or computer to play music on
Songs for students to choose from
Introduction
This is a collaborative creation game. The goal is for the students to
choreograph dance for at least four phrases of a Swing Jazz or Soul
song of their choosing.
1. Give the students an example of a swing dance choreography. This
can be in the form of video (ex. Frankie Manning’s Shim Sham on
YouTube), a dance recreated by the instructor, or an original dance
created by the instructor.
2. Notify the students that they will be creating their own dance
choreography using similar moves and give them a number of songs to
choose from.
3. Allow the students to create. There are two rules that they should
follow:
a) Moves should reflect the mood of the dance.
b) Moves should be done within the 8 beat measure structure or 32
beat phrase structure of the music. This will insure that they
are working with the existing algorithm of the music.
Students may tend to favor moves that work within a 2 or four beat
structure. The instructor should attempt to translate these moves into
a structure that more closely reflects the music. They should also
serve as mediators, insuring that each active student has a say in
which moves are used. If necessary, bring a suggestion they make to
the attention of the whole group. If the students are not suggesting
moves that reflect the dance, then the instructor can make a more
appropriate suggestion and ask the students to create their own
interpretation.
Follow Up Discussion
What types of move structures did the students favor?
Where do people experience function calls and algorithms in daily
life? (ex. schedules, play books in football or other sports)
Extension Activities
* Try the activity with a song that has a different tempo or mood.
* Challenge the students to make their moves more difficult by
using syncopated steps or thinking about patterns in terms of phrases.
* Ask the children change position on the stage and break out of
linear formation (ex. Ask them to try moving in a circle or switch
lines).
What's it all about?
Algorithms are used in nearly every piece of technology, from traffic
lights to video cameras. They give structure to all of the processes
that these things need to carry out to function properly. Without this
structure, they wouldn’t know when to call certain functions to
complete the tasks they were made for.
Algorithms are also an important part of music. They are used to
create patterns that are unique to different forms. These patterns
help musicians write music, and dancers move in a way that reflects
it. When dancers create choreography, they build the patterns in their
movement around the patterns in the song that they are using. Once
they recognize the structure they can even play off of the music,
using the dance to add to it by deliberately leaving blank “spaces” in
their movement or opposing the structure with one of their own.
Computer scientists choose the algorithms in the same way as musicians
and dancers. First they decide on the specific style or type of
algorithm that best serves the purpose of their program. Then they
decide what functions calls should appear at the crucial points within
that structure.
Journalism Institute at The College of New Jersey. I found it pretty
successful, so I'd like the community to have access to it.
Any input is appreciated. Please contact me if you want more
information.
-Michael
Function Calls and Algorithms in Dance Choreography
Summary
When people have a lot to do during their day, it can be easy to get
confused and miss appointments. Many people make lists and schedules
to provide organization and to avoid any mishaps.
Curriculum Links
Mathematics: Algorithms and Functions
Physical Education: Dance
Music Education: Recognizing the structure of jazz music.
Skills
Co-operative problem solving
Creativity
Self-confidence
Ages
12 years and up
Materials
The group leader will need:
A stereo or computer to play music on
Songs for students to choose from
Introduction
This is a collaborative creation game. The goal is for the students to
choreograph dance for at least four phrases of a Swing Jazz or Soul
song of their choosing.
1. Give the students an example of a swing dance choreography. This
can be in the form of video (ex. Frankie Manning’s Shim Sham on
YouTube), a dance recreated by the instructor, or an original dance
created by the instructor.
2. Notify the students that they will be creating their own dance
choreography using similar moves and give them a number of songs to
choose from.
3. Allow the students to create. There are two rules that they should
follow:
a) Moves should reflect the mood of the dance.
b) Moves should be done within the 8 beat measure structure or 32
beat phrase structure of the music. This will insure that they
are working with the existing algorithm of the music.
Students may tend to favor moves that work within a 2 or four beat
structure. The instructor should attempt to translate these moves into
a structure that more closely reflects the music. They should also
serve as mediators, insuring that each active student has a say in
which moves are used. If necessary, bring a suggestion they make to
the attention of the whole group. If the students are not suggesting
moves that reflect the dance, then the instructor can make a more
appropriate suggestion and ask the students to create their own
interpretation.
Follow Up Discussion
What types of move structures did the students favor?
Where do people experience function calls and algorithms in daily
life? (ex. schedules, play books in football or other sports)
Extension Activities
* Try the activity with a song that has a different tempo or mood.
* Challenge the students to make their moves more difficult by
using syncopated steps or thinking about patterns in terms of phrases.
* Ask the children change position on the stage and break out of
linear formation (ex. Ask them to try moving in a circle or switch
lines).
What's it all about?
Algorithms are used in nearly every piece of technology, from traffic
lights to video cameras. They give structure to all of the processes
that these things need to carry out to function properly. Without this
structure, they wouldn’t know when to call certain functions to
complete the tasks they were made for.
Algorithms are also an important part of music. They are used to
create patterns that are unique to different forms. These patterns
help musicians write music, and dancers move in a way that reflects
it. When dancers create choreography, they build the patterns in their
movement around the patterns in the song that they are using. Once
they recognize the structure they can even play off of the music,
using the dance to add to it by deliberately leaving blank “spaces” in
their movement or opposing the structure with one of their own.
Computer scientists choose the algorithms in the same way as musicians
and dancers. First they decide on the specific style or type of
algorithm that best serves the purpose of their program. Then they
decide what functions calls should appear at the crucial points within
that structure.
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