Integrating Art and Mathematics
Elementary Arts Network members have challenged each other to focus on the art element "line" between now and our next meeting February 1, 2006.
Line: A line is defined as a mark with length and direction, created by a point that moves across a surface. A line can vary in length, width, direction, curvature, and color. Line can be two-dimensional (a pencil line on paper), three dimensional (wire), or implied.
In addition, we'd like to demonstrate how the arts can influence learning in other academic content areas and how they can combine with other subjects to build integrated curricula. Therefore, we'd like to see what happens when math and art meet. Post your lesson examples for integrated math and art. Share whatever you have in words or pitctures.
Take a look at the article, "Integrating Art and Mathematics" from the website for North Texas Institute for Educators on the Visual Arts. Click here for a link to the article. Consider adding your comment to this blog after reading the article.
Line: A line is defined as a mark with length and direction, created by a point that moves across a surface. A line can vary in length, width, direction, curvature, and color. Line can be two-dimensional (a pencil line on paper), three dimensional (wire), or implied.
In addition, we'd like to demonstrate how the arts can influence learning in other academic content areas and how they can combine with other subjects to build integrated curricula. Therefore, we'd like to see what happens when math and art meet. Post your lesson examples for integrated math and art. Share whatever you have in words or pitctures.
Take a look at the article, "Integrating Art and Mathematics" from the website for North Texas Institute for Educators on the Visual Arts. Click here for a link to the article. Consider adding your comment to this blog after reading the article.
posted by Brian Fox at 7:44 AM
1 Comments:
Recently second graders at Firgrove were working on the Reach Curriculum and we had read the story "How my Parents Learned to Eat" we were connecting an art project (drawing silverware) using a variety of lines. We brainstormed the different kinds of lines and the students instantly made the connection to the math vocabulary. The students were so suprised that they had used the line words in math and were now going to use them in art. The great conversations that happened were exciting hear.
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