Katie J_Final Project

Activity: "Art is all around!"
Using art in a math activity

Grade Level: 1st-2nd grade

Goals:
1. To become more familiar with basic geometric shapes and their functions, including similar figures, tessellations, and symmetry.
2. Develop a sense of connectedness between two very different subjects, as well as how unique forms of art are prevalent in everyday life.
3. To familiarize and deepen appreciation for modern art/artists.

Procedure:
1. Begin by showing students the work of artists such as Roger Brown, M. C. Escher, and Ghee Beom Kim.
2. Have them look for geometric shapes and symmetry within their artwork, discuss where they are and how they are used.
3. Have the students use what we talked about in the discussion to find examples of shapes/symmetry around the classroom.
4. Allow students time to sketch their own symmetrical shapes.
5. Return to the artwork, focus discussion on tessellations. Ask the students what they notice about the art, how the shapes can be moved around and used in different ways to fit together.
6. Give the students freedom to create their own picture, either a symmetrical drawing or a tessellation. They must come up with an idea and share it with the teacher before they can begin.

Materials:
· Large white paper
· Colored pencils
· Crayons
· Washable markers
· Shape stencils
· Glue sticks
· Construction paper
· Scissors

Artists:
Roger Brown
M.C. Escher
Ghee Beom Kim

Resources:
http://mathartfun.com/shopsite_sc/store/html/index.html

Quotes:
“Mathematics, rightly viewed, possesses not only truth, but supreme beauty – beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure, and capable of a stern perfection such as only the greatest art can show.” –Bertrand Russell

“Math and art are just two different languages that can be used to express the same ideas.” –Unknown

Evaluation:
As an evaluation, the students will present their creations to the class, describing what it is about their picture that makes it symmetrical/a tessellation, and offering examples of both. They must be able to solidly support their assertion that their picture represents their original idea of symmetry/tessellation by pointing out certain aspects of their artwork that makes it so. They will take questions from their classmates if necessary.