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2014, The Routledge Companion to Dramaturgy, Routledge
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10 pages
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The relationship between math and music has long been known and analyzed. We know that a well-structured musical composition is like a well-structured mathematical formula. The mathematician and violinist James Stewart argues that mathematics, like music, is concerned with structure, “the way mathematical objects fit together and relate to each other.”1 The same can be said of art: from classical realist paintings and sculptures to the most abstract works of Picasso, Kandinsky, Malevich, Mondrian, and Pollack, each composition follows a carefully arranged structural order with colors, shapes, patterns, and empty space consciously complementing, supplementing, and juxtaposing one another. But what about drama and theatre? The idea that theatre is guided by the same rules of mathematics appears both absurd and absolutely logical. If all other art forms work according to the same rules, why shouldn’t theatre? Indeed, although the relationship between math and dramatic structure has never been explicitly explored, math has always been implicitly present in the development of Western drama and dramatic theory. In 1863, the German novelist and playwright Gustav Freytag published Die Technik des Dramas (Technique of the drama), in which he outlined a geometric pattern of dramatic structure in classic Greek tragedy.
Paideusis: The International Journal in Philosophy of Education, Volume 17.1, 35‐44., 2008
International Journal of Performance Arts and Digital Media, 2014
This essay conceptualises the notion of performance mathematics in terms of a paradoxical relationship with the constructed notion of truth, which is shared by theatrical and mathematical performance. Specifically, I argue that these two disciplines can and cannot be reconciled with truthfulness. Grounding my comparison on the notion of an axiomatic method common to both disciplines, I argue that theatrical and mathematical performance can speak of truths only when these truths are properly staged or methodologically grounded according to the internal rules and conditions laid out by each discipline. But in the same way that these truths can be constructed, or they can be done, so they can be undone. Arguing that mathematics can be described as a performance of specific outcomes involving abstract objects and functions, I trace a cross-disciplinary comparative analysis of performance elements (especially axioms and functions), drawing on a number of theatre and mathematical theories. Some suggestions are also put forward in terms of the connection between the performance of mathematized texts and computational mathematics, particularly in terms of an inherent poetics and theatricality inside the performance-oriented, mathematized languages of digital computing.
International Journal of Performance Arts and Digital Media, 2014
This essay conceptualises the notion of performance mathematics in terms of a paradoxical relationship with the constructed notion of truth, which is shared by theatrical and mathematical performance. Specifically, I argue that these two disciplines can and cannot be reconciled with truthfulness. Grounding my comparison on the notion of an axiomatic method common to both disciplines, I argue that theatrical and mathematical performance can speak of truths only when these truths are properly staged or methodologically grounded according to the internal rules and conditions laid out by each discipline. But in the same way that these truths can be constructed, or they can be done, so they can be undone. Arguing that mathematics can be described as a performance of specific outcomes involving abstract objects and functions, I trace a cross-disciplinary comparative analysis of performance elements (especially axioms and functions), drawing on a number of theatre and mathematical theories. Some suggestions are also put forward in terms of the connection between the performance of mathematized texts and computational mathematics, particularly in terms of an inherent poetics and theatricality inside the performance-oriented, mathematized languages of digital computing.
2020
This paper justifies the use of Heathcote's whole group improvisation drama in mathematics education and gives mathematical and non-mathematical examples. It is suggested that this technique for teaching curriculum through the medium of drama in an 'as if' setting engages students through immersive emotional and contextual modes of understanding. Why Use Drama in Conjunction with Mathematics Education? It is still considered an unusual idea to teach mathematics via the arts; and where the arts have been accepted into mathematics instruction, it is far more likely that they will be visual and sculptural media used for representing mathematical objects and relationships. It is not an enormous leap from drawing diagrams to making paintings, or from making models to sculpting them. Similarly, digital versions of painting and sculpting (and rotating those sculptures through digital animation) are more commonly accepted in the more conservative realms of mathematics educati...
Teachers and Curriculum, 2018
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in: Vera Bühlmann, Ludger Hovestadt (eds.): Symbolizing Existence - Metalithikum III (Birkhäuser, Vienna 2016)
of Basel. Her work focuses on the double-articulation of semiotics and (mathematical) communication, especially on how an algebraic understanding of code and programming languages enable us to consider computability within a general literacy of architectonic articulations. She has edited several books in this fi eld, has published many essays and is author of Die Nachricht, ein Medium : Annäherungen an Herkünfte und Topoi städtischer Architektonik (ambra, 2014). www. monasandnomos.org 158 VI 1 a spectrograph 163-ii the spectrometer 163 -iii the generic 164 · grammatizing symbolic domains 165 · an abstract object's integrity: political subjectivization 167 · beyond urban comfort, in a state of expulsion 173 · generic as an adverb, the liveliness of nature 174 · bodies-to-think-in live in algebraic universality 176 -iv characterizations of the generic 178 · characterization on a grammatical level 178 · the man without qualities (robert musil) 179 · the city without identity (rem koolhaas) 179 -v falling in love with the in-sinuousness proper to an economy of entropy 181 · primary abundance 181-vi the master 184 · toward an informationbased architectonics 184 · within the generic city: master, yet in "whose" house? 187 -vii characterizations of the master 189 · attracted by the volatility of a flirtation between the philosophical stances of "critical rationalism" and "speculative realism" 189 · cosmic untendedness, prosaicness in verse 193 · cosmo-politics, or putting to work a symbolist meter 199 · cosmo-literacy, or the alphabetization of the nature of number 200viii acquiring a body-to-think-in 203 · the most common representation of the nature of numbers … 203 · … and how it got into trouble still not resolved today 204 · algebraic operations, or how the nature of numbers can be brought to work 205 -ix masterpieces, and why there are so few of them 208
This paper brings to the fore Mathematics drama shortened as "Maths drama" which is an innovative and creative instructional practice. It also links Maths drama with ethno-mathematics which studies the cultural aspects of mathematics by presenting mathematical concepts of the school curriculum in a way in which these concepts are related to the students' cultural and daily experiences, thereby enhancing their abilities to elaborate meaningful connections and deepening their understanding of mathematics. To this end, the paper critically considers some topical and conceptual issues in the mathematics curriculum and short maths drama was written on such topics for practical classroom teaching in both primary and secondary schools. The Maths drama scripted had basis of ethno-mathematics in the conceptualization with particular reflection and reference to the three major ethnic groups in Nigeria; Yoruba, Igbo and Hausa. The maths drama is globally relevant to classroom instructions irrespective of cultural and ethnic background. The advantages of maths drama are also highlighted while practical suggestions and recommendations were given to enhance the wide acceptability and usage of maths drama in the classroom instructional practices.
In this paper we explore how educational drama (EduRama) can be used to enhance learners' interest in mathematics. 'Arcadia' a play by Tom Stoppard, and 'Fermat's Last Tango' a musical by Joanne Sydney Lessner, are taken as examples of creative works that have been recognized for their ability to introduce mathematical concepts. The main thesis of this paper is that we can enhance the interest of learners in mathematics by introducing mathematical concepts through drama and other creative works. One such EduRama, 'To Log or Not-to-Log', is included to demonstrate the concepts underpinning this innovative pedagogical model.
We present the design and implementation of a cross-curriculum project concerning the history of 5 th postulate that was carried out among 11th grade students in a public school in Athens. We used History of mathematics as a unifying framework for an interdisciplinary curriculum through 'Drama in Education'techniques. Drama in education contributed to a creative way for the students to reflect on broader learning issues (emotional, cognitive, social and political) mostly because of Drama experiential dimension.
2014
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