The Art of Math

1. The Art of Math Innovative art lessons that teach math objectives By Jennifer Pierson Woodville ISD

2. My Spookies

3. I like Willie Nelson. My old dog, Gunnison 17 My favorite color is green!

4. Purpose Like many of you, I have felt pressure to evaluate my art program based on the contributions art instruction make toward student achievement. I set out to prove and improve how I already directly teach math in the art classroom. This presentation outlines the steps I am taking to improvethe academic achievement of my students.

5. Getting Started • What math objectives have you documented on your PDAS Self-report?

6. PDAS and The Fine Arts • CEDFA has a great document that compares art TEKS to TEKS in content area instruction. The correlation is obvious and accurate. The TEKS have been tweaked since this document was created but it is still a useful tool. • PDAS for Fine Arts

7. Getting Started • Get copies of the year scope and sequence for math

8. Handy flipchart-in all subject areas…published by Mentoring Minds out of Tyler Texaswww.mentoringminds.com

9. Getting Started • Gather vocabulary lists from sources such as adoptive textbook series, c-scope, TAKS, TEKS, anything your classroom teachers use for instruction and your art vocabulary.

10. Getting Started • Analyze the TEKS – highlight areas that immediately ring a bell, mark other areas that you could think about http://jabba.edb.utexas.edu/depts/edp/projects/teks/checklist.asp

11. Getting Started • Meet with teachers to understand the current needs based on TAKS data, benchmarks, etc. • Evaluate how your current vocabulary, lesson set, objectives, and art TEKS support math instruction

12. Dig through your resources and find mathy ideas.

13. Surprise!!! • You already teach math! Without even changing one thing about your current program, you are teaching some of the art TEKS. MATH + ART=

14. Surprise!!! • Knowing HOW your program teaches math concepts will help you participate and contribute to school and district wide conversations about student achievement. Don’t tune these discussions out, you may have to defend your job or incentive pay.

15. Changing perceptions Parents, fellow teachers, administrators, and students are not always aware how art directly teaches or reinforces content area objectives. Here are some ways you can begin to change the perceptions people have about art instruction. -post objectives with student work displays -have the students explain to you how the project teaches math (or science, social studies, etc) -coordinate with other teachers to align projects with current topics in the classroom

16. Changing perceptions -use a word wall to display vocabulary -Will a visitor to your room know what specific skills are taught through use of instructional displays?

17. Everyday • Use math vocabulary…I compared a list of art vocabulary to math vocabulary and made some choices about the terms I would use. Sometimes I just refer to the math term in addition to the term I commonly use in art instruction

18. Everyday • Use of tools such as clocks and calendars in such a way that the students are aware

19. Everyday • Implement the use of charts and graphs…this can be done as a means of evaluating artworks, preferences, etc. • I use a smartboard for this but creating a visual for a display is great if you have room. • Plus, pocket charts are so easy and you can set it up as a center with data collectors (clipboards with record sheet), a collection of possible topics for graph, and materials for students to create chart.

20. Everyday • Quantities: students must apply knowledge of quantity when passing out supplies, etc. • Kindergarten students can really benefit from this…one-to-one correspondence, and quantity/numeral (written on card and handed to student…Johnny I need you to bring 4 scissors to each table) • Older students you could even pose a story problem. (If we have 7 work tables with 3 students on each, How many scissors do we need total?) This is a great walk in the door mind occupier while you are taking attendance or whatever. Have a list of these things ready and displayed.

21. Everyday • Direct instruction- drawing, cut and paste, following direction lessons…use of positional words, attributes such as color, shape, texture, line direction, etc. • http://www.tlclessons.com/

22. Math TEKS/Art TEKS • I have noted TEKS for most of the following projects based on how I teach the lesson. You might have to tweek these to fit how you will use the activity.

23. Paper Cup Printing Kindergarten Level You will combine circle shape prints. You will recognize that the shape of the cup opening creates the circle print. ART TEKS: 2ABC Math TEKS: 9.BC

24. Shape Printing Kindergarten Level You will combine shape prints to create a design. ART TEKS: 2ABC Math TEKS: 9.BC

25. Rainbow Squares This is from the TLC series. The cut and paste projects are great for practicing positional concepts, color and shape identification, use of scissors and glue, etc. This is a great first day project for Kinder. I teach use of glue and color names. Easy and pretty. Math TEKS: K.5A k.7AB Art TEKS: K.1B K.2C

26. Mosaics Kindergarten level ART TEKS: MATH TEKS: This is a good 1 day project. Subs would like this as well. This is from Roylco and comes with precut ¾” squares that have a different color on each side. The reproducible mosaic “guides” are also included. I correlated this with SRA Kindergarten Lesson on Broken Lines.

27. Sensational Symmetry This is from a book titled QuickArt Crayon Projects from Scholastic. Great when there is a substitute. All levels over Kindergarten enjoy this.

28. Match the ShapesKinder or Life Skills Using any die cut, you can simply lay the shapes on the copy machine and copy. Change them up by rotating the shape away from a “normal” position. The student then matches the colored shapes, to the black and white work board. When learning about shape, students need to understand that a shape is different than a line. Math TEKS: K.8 Art TEKS: 1B

29. Line Design Animal Second Grade Students learn line direction and pattern when completing this fun project. Originally based on a lesson using the book, Elmer, and an elephant shape. Math TEKS: K.5A Art TEKS: 1B 2C

30. Counting Chart

31. Quilting • You can this topic as far as you want to go! • A great resource is Mathwire.com Quilt Square Challenge by Terry Kawas • You can purchase two-sided Quilt mosaics from School Specialty. These come with a teacher resource sheet • Quilting Activities Across the Curriculum published by Scholastic • See if your community has a quilting group who would make a visit to your school to show off quilts and discuss the process

32. Shape Op Art Third Grade

33. Paper WeavingOp Art Fourth Grade

34. www.mathforum.org • This site has several plans that deal with shapes, patterns, and symmetry. I used the “How many ways to make a Hexagon” lesson and related the use of geometric shapes and patterns to stain glass.

35. Wayne Thiebaud Cakes • School Specialty has a lesson plan (see their site) for using oil pastels to create cakes – layered cakes (drawing cylinders, cutting away section to show where a slice was removed) • www.nga.gov has a group of lessons titled Counting on Art and there are two versions of a Wayne Thiebaud lesson and several others you might find interesting.

36. Mineral Mosaics You can buy class kits created by Roylco. This is good for a substitute and can be completed in one class. Math TEKS: 4.9ABC Art TEKS: 2C 3B

37. Mirror Image 3rd-5th You will cut and paste an image that uses reflection symmetry and complementary colors. Art TEKS: 1B 2C Math TEKS: 3.9BC

38. Mirror Image - Heart

39. Grid Drawing This has to use math somewhere!!! Outside of the constant estimating measurement necessary to use a grid, I am unsure how to connect this. Can you?? Some hate grids, some love grids…take it or leave it. Art TEKS: 2C Math TEKS: 5.11A

40. Grid Drawing as a Station

41. Cut Paper Design I used this idea with a unit on China. We wrote the animal name using Chinese characters underneath the cut paper design. Art TEKS: 4.1B 4.2C Math TEKS: 4.9

42. Trick the Eye Fifth graders use 3 values as a way to indicate form. The marker is used to create contrast with the colored pencil. This project is from a teacher, Linda Welling. I found this online at Artsonia. Math TEKS: 5.7AB 5.8AB Art TEKS: 2C

43. Fractals Fourth or Fifth Grade The student will create a fractal based on the Sierpinski triangle. Math TEKS: 4.8C Art TEKS: 1B

44. Fractals as a Station Cynthia Lanius' Lessons: A Fractals Lesson - Introduction

45. 3-D Snowflake http://www.bobsedulinks.com/Snowflakes.htm This site shows a step by step tutorial on how to create this snowflake. Students not only learn about rotational symmetry, but they have to estimate measurement as well. **adapt the tutorial to only include cutting two lines on both sides.

46. Games • I use games or stations often. This is my way of dealing with interruptions in my week plans, substitutes, etc. • I use math manipulatives such as pattern blocks, blocks, geoboards, unifix cubes, etc. in addition to other materials. • I post objectives over every table so that we all know what is being learned at each station.

48. Counting with Art I took old art prints and used them to create a counting wall story. Everything is laminated and then I used velcro dots to allow the pieces to become interactive.

49. Pocket Chart Patterns

50. Building Block Challenge I have challenge cards with the criteria. For example: Build using blue blocks. You r structure must be more than 12 inched tall. You can use up to 15 blocks.