Exploring the Math and Art Connection
304 Pages

Exploring the Math and Art Connection



Daniel Jarvis and Irene Naested highlight the natural association between math and art in a series of practical ideas for the classroom, because when students understand the math/art connection, their understanding and confidence increase in both subjects.
Through innovative teaching strategies and more than 100 rich learning experiences, Jarvis and Naested give teachers a wealth of engaging tools to explore the math/art connection with their own students. This connection is established through examinations of natural and human-designed objects, from how pine cone scales spiral out in a Fibonacci sequence to how geometric shapes combine in architecture to form some of the most beautiful structures on the planet.



Published by
Published 13 August 2012
Reads 21
EAN13 9781550594263
License: All rights reserved
Language English

Legal information: rental price per page €. This information is given for information only in accordance with current legislation.

EXPLORING THE MATH AND ART CONNECTION Teaching and Learning Between the Lines
Daniel Jarvis and Irene Naested
Teaching and Learning Between the Lines
Daniel Jarvis and Irene Naested
© 2012 Danie Jarvis & Irene Naested
A rights reserved. No Part o this pubication may be reproduced, stored in a retrieva system or transmitted, in any orm or by any means, without prior written permission rom Brush Education Inc. or, in the case o pho-tocopying or other reprographic copying, a icense rom Access Copyright (Canadian Copyright Licensing Agency) www.accesscopyright.ca
Brush Education Inc. Cagary, Aberta, Canada www.brusheducation.ca contact@brusheducation.ca
Library and Archives Canada Cataoguing in Pubication Jarvis, Danie  Exporing the math and art connection : teaching and earning between the ines / Danie Jarvis and Irene Naested. Incudes bibiographica reerences. Issued aso in an eectronic ormat. ISBN 978-1-55059-398-3 1. Mathematics in art--Textbooks. I. Naested, Irene Mae II. Tite. N72.M3J37 2012 700.1'08 C2011-908482-1
Printed and manuactured in Canada.
Produced with the assistance o the Government o Aberta, Aberta Mu-timedia Deveopment Fund. We aso acknowedge the financia support o the Government o Canada through the Canada Book Fund or our pubish-ing activities.
We woud ike to thank the art education instructors—Irene Naested, Connie Pta-sinski, Tonya Seyer, Christa Vok—and their students at Mount Roya University (Cagary, AB), as we as Danie Jarvis’ art education students at Nipissing Uni-versity (North Bay, ON). We woud aso ike to express appreciation to the teachers and students at the Cagary Science Schoo (Cagary, AB) and at Timiskaming District Second-ary Schoo (New Liskeard, ON) or their creative artwork contributions to this book project.  Finay, we woud ike to thank Mount Roya University, Nipissing Univer-sity, and the Canadian Society or Education Through Art (CSEA-SCÉA) or their generous financia contributions that have enabed us to produce this text using coour printing.
Tabe o Contents
1. Mathematics and Visua Arts Education /9 2./36Understanding the Language o Mathematics and Visua Arts 3. Mathematics and Art in Fora and Landscapes /55 4. Mathematics and Art in Fauna o the Land, Sea, and Skies /97 5. Mathematics and Art in the Human Figure /123 6. Mathematics and Art in the Designed Environment /164 7. Mathematics and Art in Designed Objects /202 8. Making Connections: Teaching and Learning Between the Lines /235
Reerences /252 Appendix A: Gossary o Key Mathematics Terms /258 Appendix B: Gossary o Key Visua Arts Terms /264 Appendix C: Grade 9 Integrated Project Sampe–Goden  Ratio & Proportion /271 Appendix D: Grade 12 Integrated Project Sampe–Fuxions &  Deductions (Cacuus) /277 Appendix E: Other Recommended Print and Onine Resources /286 Index o Learning Experiences /292 Image Credits /296 About the Authors /304
Mathematics and Visual Arts Education
Teaching and Learning Between the Lines
A ine defies simpe definition. Within mathematics, it has been described as a geometrica object having ength but no depth or width ormed by a straight set o points that extends to infinity in both directions, and as a set o the points whose coordinates satisy a given inear equation on the Cartesian pane or in Eucidean space. In visua arts, the ine has been reerred to as a “basic ee-ment,” oten defined as a continuous mark made on a surace. In art, a ine may be straight, curved, bent, thick, thin, broken, vertica, horizonta, or reehand; it is a too used to visuay communicate patterns, two-dimensiona shapes, and three-dimensiona spaces or objects. The study and use o “ine” has aso ormed a major component, with reated skis, o both the mathematics and visua arts curricua in orma schooing. Teaching and earning “between the ines,” metaphoricay speaking, in-voves the recognition o this simiarity and the ceebration o this and many other connections that exist between these two rich discipines. There are many
C1-1 Iris images repeated in various media(colour plate i)