Binary. It basically means one thing or the other, right? When you trace the word back it stems from the Latin word ‘bini’ meaning ‘two together’. When it was first appropriated into the English language its meaning was closer to that of ‘duality’ as opposed to the idea of mutually exclusivity that we’re more familiar with. Now, binary for us is linked to mathematics. Now, it is zeroes and ones. Numbers.
Going beyond the expected
How can you be a poet and a mathematician? For some reason many young people are taught that you’re either one thing or the other. You’re good at mathematics or you’re good at English. Girls are better at this. Boys are better at that. I’m grateful to say that I managed to swerve the binary brainwash. I was introduced to a range of subjects and activities before I even got to school. I loved writing poetry. I loved maths. I loved football. I loved ballet. I loved baking. I loved kick-boxing. I loved trying everything. There were no binaries to be seen. Furthermore, when I got high school I chose to go to a girls’ school, so once again the idea of binaries went out the window. I was exposed to all types of people in that environment. It just so happened that we all identified as female.
Merging maths with poetry
For the past two years I have been developing an idea for a project called DeCipher. With the help of organisations like Manchester Science Festival and Africa Writes, I’ve had the pleasure of working young people in schools and community groups to share how I merge mathematics with poetry. Here’s an example of what I mean when I have used the graphical representation of a Venn Diagram as a metaphor.
This poem was shared with a Year 7 group. I have found that Venn diagrams are an accessible way to engage a good range of participants. After sharing this piece, I had a discussion with the class about the various elements of the diagram: the circles, the overlapping section, the circle titles and the key. We talked about what purpose they all serve and what might be lost if one of them was not there.
Then it was their turn. One student decided that she would write a Venn diagram poem to show how close she was to her sister. I asked her to list things they had in common and things that they did not. We talked about the message that she wanted to convey. She wanted to emphasise that they had a lot in common.
We discussed a variety of ways that she could do this using the Venn diagram form. She could make sure to put a lot things in the overlapping section compared to things in non-overlapping sections. Another option was for her create a large overlap that was shaded and use a key to write a line of poetry talking about her closeness to her sister.
By being on the constructing side, without there being a direct link to mathematics, it felt as if many of the students’ barriers had dropped. They were learning about the various elements of the diagram without knowing it because they were too busy thinking about something that had real meaning to them instead of simply answering a question or demonstrating their knowledge. They had been given the space to experiment. Instead of engaging with a ready-made diagram, they were using their imaginations to create one from scratch. They had to think critically to make sure their messages would come across clearly. Upon sharing with their peers, they offered suggestions for what they could do to strengthen the stories they were telling us about their loved ones. I could feel the group taking care with their comments to one another since they knew the subject matter had personal meaning attached to it.
After this task, I got the class to consider the “stories” being told in more traditional questions. I was able to build on the confidence they had developed from creating their own diagrams.
I want to deliver fun creative maths lessons that feel like poetry workshops or dance classes or baking parties. I want to teach people from a range of ages, backgrounds and genders. Hopefully I can do something to guide us back towards the original meaning of binary - ‘two together’. One plus one can make three. Things do not have to be one or the other. Or should that be zero?
Takeaway idea
Get your students to use a Venn diagram to show their relationship with a family member, carer, friend, celebrity, pet.
Keisha Thompson is a Manchester based writer, performance artist and producer who works for Arts Council England.
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