Presented by: Holly, Tejal, Carolina
Agenda Introduction into the Integration of Mathematics and
Visual Arts Class will be divided into 3 groups Groups will engage in 3 mini group lessons integrating Mathematics and Visual Arts at different grade levels Group sharing and discussions Final thoughts and questions
Objective To share our views as educators on the significance of integrating Visual Arts and Mathematics as a cooperative learning and holistic experience.
In particular, the visual arts, which range from “drawing, painting, sculpture, and design, to architecture, film, video, and folk arts� (MENC, 1994, p. 33)
Whole Brain Thinking When we integrate mathematics and the arts we provide opportunities for students to engage in whole brain thinking.
Further, in learning the characteristics of and mathematics embedded in the visual arts, students can collaboratively engage in communicating, reasoning, and investigating (NCTM, 2000 & MENC, 1994)
Evidence Supporting Integration John Dewey advocated that
education be based upon the quality of experience. For an experience to be educational, Dewey believed that certain parameters had to be met, the most important of which is that the experience has continuity and interaction. Continuity is the idea that the experience comes from and leads to other experiences, in essence propelling the person to learn more. Interaction is when the experience meets the internal needs or goals of a person. “The arts move learning beyond what is written or read” (Bresler, 1996)
Evidence Supporting Integration Piaget’s constructivist theory argues that humans
generate knowledge and meaning from their experiences. Professor Elliot Eisner, advocates that The Arts were important to varying types of cognition. He believed that arts brought about a deeper understanding of the world due to their interactivity. In Eric Jensen’s book Arts with the Brain in Mind (2001) argues that the “visual arts seem to be strongest when used as a tool for academic learning” (pg.58).
Standards and Expectations British Columbia Integrated Resource Document (IRP) For students to view Mathematics as relevant and useful they must see how it can be applied in a variety of contexts. Cross-curricular integration: Fine-Arts Pattern Line and Form Fractions in rhythm and meter Spatial Awareness in dance, drama, and visual arts Geometric shapes in visual arts, drama and dance Symmetry and unison Transformations Perspective and proportional reasoning for mixing and applying materials in visual arts
The Ontario Curriculum Document Mathematics Revised (2005). “The development of skills and knowledge in mathematics is often enhanced by learning in other subjects areas.” “By linking expectations from different subject areas, teachers can provide students with multiple opportunities to reinforce and demonstrate their knowledge and skills in a range of settings. Also, the mathematical process expectation focuses on connecting encourages students to make connections between mathematics and other subject areas”.
NCTM Principles & Standards Connections Standard: Recognize and apply mathematics
in contexts outside of mathematics. “When students can connect mathematical ideas, their understanding is deeper and more lasting. They can see mathematical connections in the rich interplay among mathematical topics, in contexts that relate mathematics to other subjects, and in their own interests and experience. Through instruction that emphasizes the interrelatedness of mathematical ideas, students not only learn mathematics, they also learn from the utility of mathematics. “ (p.64)
Artists Who Integrated Math and Art
Quintrino, Bathsheba Sculpture
Vitruvian Man (1487) Leonardo Davinci
Casa Batllo (2006) Gaudi British Museum Great Court Roof (1852-7), Robert Smirke
Sky and Water I (1938), M.C. Escher
Artists Who Integrated Math and Art
Optical Art, Black and White Illusions Petyo Georgiev, Painting and Technology
Petyo Georgiev
Paul Klee (1928), Burg und Sonne
Ind ia: R
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Cave Paint ings Mid d Tes le Eas sella t: t i o ns Sp ain :A lh am br a