Embodied engagement with scientific concepts: An exploration into emergent learning

Abstract

In response to an invitation to integrate science and art pedagogy, science and dance students, enrolled in specific discipline courses, collaboratively produced choreography based on scientific principles. This paper reports students experience of this process. Science students reported an increased understanding of concepts, while dance students found inspiration for choreography within scientific concepts. Tensions and misconceptions were evident in the process with respect to disciplinary language, the notion of scientific thought, and the level of physical awareness. The relationship between movement and forms of knowledge production in science is investigated as well. The paper ends with recommendations for future classes.