Abstract
This article describes two frameworks I use while teaching interdisciplinary classes in dance and science. The first framework considers how four different sequences of dance and science material affect student learning, and the second framework outlines four ways choreographers can translate or represent science into dance. The interplay of these two frameworks helps ensure that both fields are treated with equal depth and seriousness in combined dance and science learning environments and that students form core competencies in both domains and ways of knowing.
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