Visual Art: Goal 7: Perceive connections between visual arts and otherĪrtist Resources: East Carolina University School of Art Museum Without Walls African Art Collection, the work of M.C. NCSCS Math: Goal 5: Use mathematical thinking and reasoning to solve problems. Such cloths were used to cover the king's throne or place under his feet, or as dowries and burial cloths. Once the cloth was woven by men on a small loom, women embroidered it with designs that transmitted information about family history, myths, and moral lessons. They are known as Kasai velvets, woven of raffia palm fiber that has been soaked and beaten to create the velvet-like texture. These two cut-pile textiles have geometric designs in brown and cream. The visual exemplar for the concept of tessellations, ECU #L0111, was a pair of Ngongo textiles from the Democratic Republic of Congo, formerly Zaire. 18c., British Museum, London (AHP), and textiles from Africa. Esher, Islamic architects, and in the art of cultures from around the world such as the tessallating triangles on a bowl with Mother of Pearl Encrustation, Micronesian Art c. Tessellation patterns can be found in the prints of M.C. In this lesson, all children, K-12, created interesting tessellation patterns. More complex arrangements can also be developed from more than one shape such as the penrose kite and dart tiles. A single shape can be used such as a square, a checkerboard, or equilateral triangles. Tessellation is the covering of a plane by closed shapes without gaps or overlays. Each lesson consisted of a hands-on art experience based on one of the following ten mathematical concepts:įor example, weaving was used to teach the concept of tessellation. Visual exemplars for each concept consisted of ten objects from the ECU School of Art's African Art Collection. The overall results deomnstrate that art and mathematics are compatible disciplines whose integration can enhance learning in mathematics.
Classes receiving the art lessons showed significantly improved understanding of the selected mathematics concepts compared to children not receiving art instruction. Over 9,000 student artworks were created during the project. There were 146 participating students in grades 3-7. Thirty art and math teachers from Pitt County were given 60 hours of inservice training in interdisciplinary math and art content, lesson plans, and art material. The East Carolina University Math/Art Project was a study to determine the effect of interdisciplinary art and math lessons on learning in both content areas.
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