PowerPoint Presentation Art and Math

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Art and Math
Integrating Curriculum Nora Graham Cody Taggart
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Project Overview

• Integration of Art and Math
• Learning math through art history and art
  projects
• Learning art technique while incorporating math
  concepts
• Show students the importance of math and art

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Rationale for Connecting Math and Art

• To connect the creative and logical process of
  artists to create better art.
• To increase the understanding of math concepts
  through art projects.
• Connecting the thought process of art and math
  disciplines to create dynamic pieces of art.
• To make math more interesting and useful in
  applications outside the realm of conceptual math.

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Rationale for Connecting Math and Art (continued)

• To show that creativity plays an important part
  in problem solving and math exploration
• To improve students ability to see math in real
  world situations
• To encourage art students to use math skills when
  creating art
• To have students make connections between art and
  math

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American International SchoolDhaka, Bangladesh

• Private k-12 school teaching 600 students
• Multinational students and staff
• Nice facilities, technology
• Innovative curriculum (including ours)
• Action Research Project focus Seventh grade
  motivated students

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Questions to Guide our Action Research Project

• Does the art element help the students understand
  the math concepts more efficiently?
• Do students feel the integration of math improves
  their ability to make creative and dynamic art?
• Can students understand math concepts from
  minimal instruction and displacement into another
  curriculum?
• What parts of integration help the students learn
  at a more optimal level?
• How does the integration inhibit exploration of
  math and creativity in art?

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Lesson PlanGeometers Sketchpad and Vanishing
Point Bringing 2D to the Next Dimension
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Lesson PlanSymmetry, Hawaiian History, and
Still Life Drawing
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Lesson PlanGolden Ratio and Collage
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Lesson Plan2D shapes and Cubism
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Lesson PlanTessellations In Drawing A study of
M C Escher
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Lesson PlanRotation, Reflection, Translation
Exploration with PhotoShop
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Lesson PlanOrigami and Polyhedrons
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Lesson PlanThe Pythagorean Institute
Creating Math For The World Around Us
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Lesson Plan- Sample
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Lesson Plan- Sample
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Lesson Plan- Sample
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Methods of Data Collection

• Initial class discussion
• Teacher/researcher journals and observation
• Student journals
• Midyear and end year surveys
• Interviews- individual or small group
• Student feedback forms
• Videography

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Project Timeline

• Class combination once every two weeks.
• Classes will alternate classrooms.
• Classroom of discipline will dominate curriculum,
  but aspects of other discipline will be
  incorporated.
• Student feedback and teacher observation/journalin
  g will be ongoing.
• Modifications to curriculum will be applied
  depending on success of project.

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Literary Review

• Frucht, W. (Ed). (2000). Imaginary Numbers An
  Anthology of Marvelous Mathematical Stories,
  Diversions, Poems, and Musings. New York Wiley.
• An interesting combination of story telling and
  mathematics. A collection of writings related to
  the world of mathmatics by a variety of authors
  including Rudy Rucker, Italo Calvino, William
  Gibson, and Lewis Carroll. Each story creatively
  teaches a math concept.
• Gardner, H. (1991). Art Education and Human
  Development (Occasional Papers, Series 3). J.
  Paul Getty Trust Publications.
• Howard Gardner discusses the involvement of art
  and human intelligences and human development in
  several essays.
• Atalay, B. (2004). Math and The Mona Lisa The
  Art and Science of Leonardo Da Vinci. New York
  Smithsonian Books.
• Discusses the connections between art and science
  (mathematics, architecture, astronomy, etc.)
  found in work by artist Da Vinci. Pays particular
  attention to the Fibonacci sequence and finds
  unity in the art and science disciplines.

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• Fowler, C. (1996). Strong Arts, Strong Schools
  The Promising Potential and Shortsighted
  Disregard of the Arts in American Schooling.
  London Oxford University Press.
• The book contains eighteen essays discussing the
  importance of arts and the need to sustain the
  arts in our education system. Fowler outlines
  our current situation with the arts in education
  and examines connections between the arts and
  science and industry. He addresses how art makes
  learning relevant and fun for students and how it
  teaches students to be creative and inventive
  thinkers. Fowler examines curriculum and offers
  recommendations about how to put more emphasis on
  art education.
• Brosterman, N. (1997). Inventing Kindergarten.
  Harry N Abrams.
• Brosterman examines Friedrich Froebels ideas and
  beliefs about kindergarten and makes a case for
  Froebels model of education linking many modern
  artists to their roots in a Froebel style
  kindergarten class. His approach to education
  is hands-on and interdisciplinary.
• Smutny, J. F. (2002). Integrating the Arts into
  the Curriculum for Gifted Students (report no.
  EDO-EC-02-9). Washington D.C. Office of
  Educational Research and Improvement.
• This essay gives examples of how to integrate art
  into a variety of curriculums, including gifted
  education, language arts, mathematics, and
  science.

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• Reed, M.K. (1995). Making Mathematical
  Connections in Middle School (report no.
  EDO-SE-95-5). Washington D.C. Office of
  Educational Research and Improvement.
• Reed discusses the obstacles in integrating
  mathematics and other curriculums, yet emphasizes
  the importance of connecting math to other
  disciplines at the middle school level, which is
  when students begin to understand the power of
  mathematics. Reed gives integrated math lesson
  ideas for making connections between math and
  other subjects.
• Hanson, J. (2000). Improving Student Learning in
  Mathematics and Science Through the Integration
  of Visual Art. Washington D.C. Office of
  Educational Research and Improvement.
• This dissertation describes a program designed to
  improve forth grade students achievement in
  mathematics and science while incorporating
  visual arts. The study examines the affects of
  incorporating art into the math and science
  curriculum and teacher involvement in the
  integration.
• Gary, C.L. Foy, R. (Eds.) (1999). Transforming
  Ideas for Teaching and Learning the Arts (report
  no. ISBN-0-16-049021-9 SAI-96-3007). Washington
  D.C. Office of Educational Research and
  Improvement.
• A booklet created to help teachers understand how
  to include ideas and concepts about the arts into
  their classrooms. Included in the booklet are
  many facts conveying the importance of arts in
  our culture and the importance of arts in our
  schools.

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• Bezruczko, N. Links Between Childrens Clay
  Models and School Achievement. Washington D.C.
  Office of Educational Research and Improvement.
• The studies look at test scores in comparison to
  visual arts instruction in four schools. Clay
  models made by students from various elementary
  grade levels and schools with and without art
  programs were examined by experts and compared to
  reading and math scores.
• Schramn, S. (1997). Related Webs of Meaning
  Between Disciplines Perceptions of Secondary
  Students Who Experienced Integrated Curriculum.
  Washington D.C. Office of Educational Research
  and Improvement.
• This report looks at secondary students from Ohio
  who participated in an integrated curriculum
  combining geometry and visual art and how the
  program affected their understanding of
  connecting math to the real world and academic
  achievement.

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• Willett, L.V. (1992). The Efficacy of Using the
  Visual Arts to Teach Math and Reading Concepts.
  Washington D.C. Office of Educational Research
  and Improvement.
• Secondary students participated in a math/art
  curriculum experiment. This study looks at the
  reading and math test scores of 87 5th graders
  pre and post curriculum integration. Student
  participating in the experiment who received art
  integrated instruction achieved higher test
  scores.
• Bickley-Green, C.A. (1995). Math and Art
  Curriculum Integration A Post-Modern Foundation.
  Washington D.C. Office of Educational Research
  and Improvement.
• Discusses how lessons are enhanced by integrating
  math and art, and suggests how to implement a
  math and art curriculum in classroom.

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Thank You!
Nora and Cody