In this three-part multimedia project students will discover mathematics through the work of several artists and through the creation of their own unique piece of computer generated art.

Part I On the Wall! At the Indianapolis Museum of Art

During the first part of our journey we visited with the docents at the Indianapolis Museum of Art via videoconference. Prior to the conference the students were provided with a handout and instructions to create a “wall drawing.” The instructions were modeled after those followed by the artist Sol Lewitt who was commissioned to create a painting for a stairwell at the museum. The students were provided with a list of rules to follow while creating their pieces. The only colors permitted were red, blue, yellow and gray; however, shading and overlapping to create additional colors was encouraged. All shapes had to be geometric and all space, with the exception of the stairs, had to be covered. The students began by creating a plan and then sketching and coloring their own piece of conceptual art. During the videoconference each student shared their own piece, via a document camera, with the docents. A discussion followed between the students and docents after each piece was viewed. The discussion focused on the use of logic and mathematics in the creation of the piece. After all the students had shared their work, the docents provided us with a virtual tour of the Sol Lewitt creation. We had time to share ideas with the docents and view other pieces created by the artist.

Part II Who Were the Cubists? At the Germantown Academy Library

We traveled to the GA library in order to complete the second part of our journey. With the help of Rod Thomas, our Middle School librarian, we collected a number of books that contained work done by the cubists. The students were asked to view particular works and comment on the mathematical concepts that the artists’ had incorporated into the paintings. Students identified angles, geometric shapes, lines, etc. Many students identified patterns and optical illusions that made the paintings appear three-dimensional. We ended the second part of our journey trying to answer the question, “Would a painting be art if it was only lines and shapes?”

Part III Fireworks Art! Using the Wireless Laptop Cart

The last part of our journey brought us back into the classroom. Students were provided with instructions in order to create a mathematically inspired piece of art. With the help of Carol Siwinski, our technology curriculum coordinator, the students used Fireworks to “paint” pieces of art that contained specific geometric shapes as well as very detailed color schemes. The students planned their conceptual pieces as a homework assignment and then “painted” them over several days in class using the wireless laptops. Generally, the students were presented with a list of required shapes, and the instruction that only four colors may be used. The piece of this project that the students found most challenging was the instruction that no two objects of the same type or color could border on one another in the piece.

Upon completion of all three facets of the project the students were asked to complete a rubric specific to each piece of the project. The rubric contained objective measurements as well as a commentary piece. Each student was asked to choose a peer evaluator who commented on the Fireworks piece. The instructor also completed the rubric for each student.

This project provided students with the opportunity to talk about and use their knowledge of mathematics in a unique way. Very often students view math as something only used forty minutes a day, specifically during math class. By integrating art into a series of math lessons, the students were drawn (pardon the pun) into the learning process.

This project designed and implemented bySue Negro, mathematics teacher for students of Germantown Academy Middle School. Web page design and technical assistance furnished by Carol Siwinski, Currciular Technology Specialist.

January, 2003