Presented by: Presented by: Holly, Tejal, CarolinaHolly, 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 DocumentMathematics 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 & StandardsConnections 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)

British Museum Great Court Roof (1852-7), Robert Smirke

Quintrino, Bathsheba Sculpture

Vitruvian Man (1487) Leonardo Davinci

Casa Batllo (2006) Gaudi

Artists Who Integrated Math and Art

Sky and Water I (1938), M.C. Escher

Petyo Georgiev, Painting and Technology

Artists Who Integrated

Math and Art

Optical Art, Black and White Illusions

Petyo Georgiev Paul Klee (1928), Burg und Sonne

Art Art &&

Culture Culture Cave Paintings

Tibet: Patchwork

Quilts

India: Rangoli Patterns and

Fabric

Aztecs: Weaving

Egypt: Jewellery

China and Japan: Paper

sculptures

Spain: Alhambra

First Nations: Totem

Poles

Middle East: Tessellations

Middle Times: Stone

sculptors, armour, weaponary