Project Based Learning Lesson
Content: Geometry (could be a cross-curricular lesson with collaboration from visual arts, technology, and language arts courses)
Introduction: Students are always asking where they will see mathematics in the real world. One huge example is within the visual arts. There are many artists and mathematicians whose works flow into each other’s fields of study (examples include M.C. Escher, Leonardo da Vinci, and George Hart). This project allows students to think critically about the connections between visual arts and geometry and share out their knowledge and understanding with community members. For this project students will work in mid-sized teams of about 4 students.
This Pinterest link has some of M.C. Escher’s artwork which showcases connections between arts and mathematics.
- Student Learning Goals
- Key Knowledge & Understanding: Students will be able to make connections between geometry concepts and visual arts. Through the process they will also learn and build on their knowledge of geometry concepts and their ability to critically analyze artwork.
- Key Success Skills: Students will learn to analyze and interpret artwork form the lense of geometry understanding. They will communicate their understanding with their peers through collaboration and self-management, and they will create a public product to share their knowledge.
- Essential Project Design Elements
- Challenge Problem or Question:
How can we analyze artwork through the lense of geometry?
- Sustained Inquiry: Throughout the year students will have time to connect their learning in Geometry to visual arts. Their first task will be to take each unit of Geometry study and apply it to visual arts. They can explore various art forms (conceptual arts, optical illusions, tessellations, perspective drawings, geometric abstraction, urban art, etc.), they can delve into artists whose work reflects geometrical knowledge, and they can learn from community members who interact with both art and mathematics (mathematics professors at local colleges, museum directors at the various city art museums, artists within the city, and Jackson School for the Arts directors and professors). For each unit of study in Geometry, students will have time to explore these connections, take notes, collaborate, check in with the instructor, and begin to formulate ideas to answer their challenge question and begin designing their final product.
- Authenticity: Revitalizing the city of Canton (where I teach) has been a goal of the city for the past few years. One of the ways they are doing so is to put an emphasis on the arts. New galleries have opened, the art museum has been expanded, urban murals have been commissioned, and arts in the city have been incorporated into nightlife events downtown. It is important for students to understand the connections between mathematics and the real-world; and this assignment, to connect geometry with the arts, is authentic because students will be engaging in, and learning about, how visual art impacts the growth of their city.
- Student Voice & Choice: Students have the autonomy to explore the connections between geometry and art, reach out to local experts, and design their final public product. Students will work collaboratively, but will each be personally responsible for their work on the project.
- Reflection: Throughout the lesson students will have the opportunity to reflect on their work (this may be in the form of written reflections, journal prompts, or responding to teacher prompting). Students will use these reflections to edit and revise their work and continue to build their understanding.
- Critique & Revision: Once per 9-week period, students will create a post-it poster with their ideas, processes, and goals for their project. They will do this during class time. They will then hang their team’s work around the room and participate in a critique process called a gallery walk. During the gallery walk all students will explore the ideas of other teams. Each student will have a set of sticky notes to write down “cool” and “warm” feedback for other teams. They will post these sticky notes to other posters. Then each team can look at the feedback from their peers to make revisions. The gallery walk is silent and allows students to reflect, learn from, and provide feedback to their peers.
- Public Product: Students have a choice in their public product. Their goal is to create a product that will raise awareness of the connections between geometry and visual arts, while also showcasing the content and connections that they explored and learned. Some students may elect to create pamphlets for the local art museum to give to customers on First Friday (an event downtown), other students may choose to create an online art gallery of their own to be shared with members of the community, and some students may want to create their own google map walking tour or podcast of the city and the geometric art connections that can be made throughout Canton. The choice is up to the student teams and the teacher can help to facilitate and assist in finding resources for student use.
The connections between arts and mathematics are important. The following tweet from Edutopia illustrates the importance of embedding Arts into STEM to become STEAM.
Edutopia on twitter also has other great ideas for incorporating PBL lessons into classrooms of all content areas.
Some Resources for students:
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Project Based Learning_Altieri | EDT 622
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