|
WHAT |
WHY |
HOW |
|
Student reflections on
the lives of artists and mathematicians |
- Emphasize the
challenges and rewards that come with achievement, whether recognized or
not
- Present models of
struggle and achievement in art and in math with which students may make a
personal identification
|
January module |
|
A brief
cross-cultural survey of 2- dimensional patterns and the methods of their
construction |
- Make a clear and
specific connection between art and math
- Demonstration of
how math, often unschooled, has been used in many cultures to solve art
problems
- Help art students
overcome math anxiety through a demonstration of accessible and practical
applications of math, and help math students see examples of aesthetic
quality in math patterns
|
February module |
|
Demonstration of two
intricate polar opposites more suited to graceful expression in art and in
math than in words |
- Reveal the same
metaphor expressed in the languages of art and math
- Demystify literacy
in art and math
- Increase conceptual
agility
- Increase ease in
perceiving, understanding, and expressing complex ideas in the language of
art and/or math
|
March module |
|
Active student
engagement in a balance of art and math to solve a knotty problem
|
- Opportunity to
compare and contrast facts
- Opportunity to
discover and demonstrate the presence of veiled patterns
- Opportunity to
learn advantages of graphical demonstrations and acquire skill in same
- A demonstration of
an interdependent use of art and math
- Opportunity to
discover clear insight into a complex topic
- Opportunity to
experience the power of cooperative enterprise
|
April module |