Dancing with nature: Art and science as a teaching collaboration

Video Presentation

Authors:

• Ursula Valdez, Interdisciplinary Arts and Sciences, UW Bothell
• Diana Garcia Snyder, Interdisciplinary Arts and Sciences, UW Bothell

Abstract:

We used an interdisciplinary collaboration process to create teaching units on American Crows, Orca Whales & Salmon Ecology, and the Pacific Rainforest for courses on natural history and dance & movement. We tested an American Crow pilot unit, and also conducted a just-instructors experiential teaching and learning experiences on the Puget Sound and Olympic Peninsula to develop the additional teaching units. We documented our nature observation, reflections, and sequences of movement and dance we created in-situ inspired by species, natural processes and the landscape. This experience helped engaging us with each other and to develop teaching units in which students learn about the natural world by combining ecological content with dance and performance.

Studies have shown that experiential learning in science promotes higher engagement for building knowledge and critical thinking. Similarly, creative expression studies have demonstrated that art, and in particular movement, enhances experiential learning. Thus, we are using human-nature interactions as foundation for discovery of ecological processes and experimenting with body movement and creativity to improve learning.

For our pilot unit, students observed American crows in campus, collected ecological and behavioral observations, and translated those into dance explorations. Students from both courses shared ecological information, developed dance choreographies, and explored the connections between the human mind and body, and these fascinating birds. This interdisciplinary approach was transformative for students – from analyzing to recreating birds’ flight behavior and mechanics, to joyful and creative learning. We also learned to combine two different disciplines to achieve common and individual course goals. Videos to be shown demonstrate that our fields shared complementary approaches to understand the natural world and that an artistic embodiment approach can be a great alternative to convey scientific concepts, environmental conservation and creativity. We believe this conjunction of science and art units can be applied to other interdisciplinary collaborations.

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Comments

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