SchoolArts Magazine

March 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link:

Contents of this Issue


Page 57 of 66

Advertiser Index Advertiser Page ACMI 53 AMACO 60, CIII Blick Art Materials CIV CAEA 57 Davis Publications CII, 7, 16, 49 Handy Art 58 Kiss-Off 53 L&L Kilns 2 Mayco 50 Royal Brush 4 Sakura 48 Skutt 1 Speedball 13 Staedtler 11 Youth Art Month 15 The SHOP Chavant Inc. 56 L&L Kilns 56 Royalwood 56 Youth Art Month 56 THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! "I had gotten blue oil paint on one of my fall coats... I felt like I should give Kiss-Off ® a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa Removes: Ink · Oil Paint · Grease · Makeup · Blood · Lipstick · Coffee · Red Wine · Grass Stains & More Ideal for Classroom, Travel & Art Studio MADE IN THE USA all the sticks were tapped into the lawn in a circular pattern that view - ers could walk through. Working with Statistics To complement the art, math classes created statistics that related the number of student sticks to math, history, or science content they were studying. These statistics were printed and displayed with the stu - dent cipher sticks. Kindergartners learned that the most common letter in their names is a. Second-graders in one class determined that 71 of 121 letters in their names are conso - nants. Third-graders measured the sticks at 4' and calculated that if all the sticks were stacked end to end, A D V O C A C Y I t's a fact that art teachers don't often get the chance to collabo- rate with their peers in the math department. At our school, we're turning that around. When our math teachers asked to enter a proj - ect in the annual art fair, we were intrigued. Working with students in grades 5–8, they submitted a large, colorful sculpture of the Menger sponge, a 3D fractal curve, made from hundreds of paper cubes. We were further intrigued. Were there other ways we could merge math les - sons with art to bring depth to both? The Plan Using a summer grant provided by our school, we met several times dur- ing the school break with our math colleagues to research and discuss this topic. Math specialist Nanette Newman said, "Our goal was to inspire and motivate students to visualize mathematics through art. We wanted to create activities that engage students in learning the art and beauty of mathematics." By the start of school, we had a plan: 1. Develop math-themed art projects for every grade level, K–8. 2. Host a math-art fair for younger students, K–4. 3. Create an all-school art instal- lation involving every student, teacher, and staff member on campus. Grade-Level Art Projects We had a lot of fun coming up with art lessons that had a math twist. Third-graders worked on establish- ing one-point perspective in their drawings. They chose a vanishing point and used a ruler to make inter- secting, radiating lines that made their work appear 3D. Fourth-graders worked on tessellations, coloring polygons in a repeated pattern. More experienced artists in sixth-grade created black-and-white optical art. Every grade level had an age- and ability-appropriate concept. Math Art Fair We set aside one morning to host math/art stations throughout the library and artrooms with the help of parent volunteers. For thirty min - utes, students worked on activities such as coding puzzles, Spirographs, origami, and string art as they rotated through the event. Walking into the fair, students said, "This looks awesome," and when it was time to leave, "I don't want it to be the end." Each class was also offered a quick, thirty-minute art lesson. All-School Art Installation Early in the school year, each art class worked to create an all-school art installation project. Inspired by artist Ellie Balk, we had twenty-six gallons of paint colors represent - ing every letter of the alphabet and used them to create cipher sticks. Students painted cardboard circles to "spell" their names in color and we attached the circles to wooden stakes. Faculty and staff were also invited to participate. In the spring, Art + Math = Awesome Andrean Andrus, Andrea Crane, Mimi McMann, and Cathy Naughton Our goal was to inspire and motivate students to visualize mathematics through art. CONTINUED ON PAGE 53. Students and faculty participated in this thirty-minute sticky note grid art station, part of the Math Art Fair at Graland Country Day School. 8 MARCH 2018 SchoolArts CONTINUED FROM PAGE 8. they would reach 2,860' into the air—about half of Denver's elevation. Fifth-graders studying animal con - servation found that removing 601 of the 715 sticks would represent the decrease in the world's population of imperial zebras. Reflections The process of designing the lessons, reflecting on our teaching objec - tives, and working together to find entry points of art into mathemat - ics helped each of us grow profes- sionally. This integration garnered a great deal of enthusiasm from both students and teachers, which energized us to share our math-art concept at the 2017 Colorado Art Education Association Conference. Next, we hope to expand this lesson to include math, art, and sci - ence. Stay tuned! Special thanks to teachers in Graland's math depart - ment for their collaboration on this project. Andrean Andrus, Andrea Crane, and Cathy Naughton are the visual art team, and Mimi McMann is associate director of communications at Graland Country Day School in Denver, Colorado. W E B L I N K SCHOOLARTSMAGAZINE.COM 53

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - March 2018