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PowerPoint Presentation Art and Math

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M C Escher. Lesson Plan. Rotation, Reflection, Translation ... Fowler, C. (1996) ... Washington D.C.: Office of Educational Research and Improvement. ... – PowerPoint PPT presentation

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Title: PowerPoint Presentation Art and Math


1
Art and Math
Integrating Curriculum Nora Graham Cody Taggart
2
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3
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

4
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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.

6
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

7
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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9
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?

10
Lesson PlanGeometers Sketchpad and Vanishing
Point Bringing 2D to the Next Dimension
11
Lesson PlanSymmetry, Hawaiian History, and
Still Life Drawing
12
Lesson PlanGolden Ratio and Collage
13
Lesson Plan2D shapes and Cubism
14
Lesson PlanTessellations In Drawing A study of
M C Escher
15
Lesson PlanRotation, Reflection, Translation
Exploration with PhotoShop
16
Lesson PlanOrigami and Polyhedrons
17
Lesson PlanThe Pythagorean Institute
Creating Math For The World Around Us
18
Lesson Plan- Sample
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Lesson Plan- Sample
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Lesson Plan- Sample
21
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

22
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.

23
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.

24
  • 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.

25
  • 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.

26
  • 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.

27
  • 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.

28
Thank You!
Nora and Cody
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