# TEDU 411 – Daily Art – Week 14: Post 3

A photo of the number sense game we played in math with middle schoolers and bee bots.

# TEDU 411 – Week 13 – Art Activity

This week, we worked with squishy circuits and considered how we might incorporate such an activity into the various SOLs required by the state.

For one activity, my group thought about incorporating it into teaching the life cycle, science SOL 2.4, by having groups of students create different models representing a frog’s life cycle using the squishy circuits. The groups would then share their step and explain where it fits into the cycle to the class.

The next activity we thought about was using the squishy circuits to teach symmetry in math, SOL 2.15. Students would have to match up different pieces from different shapes and the one that was its pair to the original would be the one that would, ideally, light up when connected and tested with the circuit.

For language arts, we came up with something for teaching punctuation or working with English SOL 1.4. For this students would construct squishy circuits that resembled ending punctuation and then light up the correct punctuation that they believe would correctly fit a sentence given by the teacher.

And finally, for social studies, we created a squishy circuit game for SOL 2.1 or looking at the contributions of Egypt and China. For this, students would create a squishy artifact to represent both China and Egypt. Then they would be tasked with lighting up the correct artifact that represented which civilization contributed what based on questions given by the teacher.

# TEDU 411 – Final Project Update 2

From my first update, I’ve worked quite a bit on the final project. I have completely changed the color scheme, wanting to work with pinks rather than greens, as well as began working on incorporating more details. I have added in additional buildings to the actual cityscape and am in the process of adding in the little details such as the guard rail above the river. I have also began working on the actual shading that will hopefully help to really bring the piece to life.

From here, I need to continue finishing the little details and the over all shading and coloring to the piece. Once that is finished, I hope be able to try and infuse a bit of animation to the project as well. Though, that will depend on whether or not I am able to find a program that can support such a large canvas with animation.

I’ve learned, from my continuing work, that there is a lot more math incorporated into my art than I thought. I never really considered how much geometry, in dealing with the various shapes of the buildings and even in the sky, that gets incorporated into what I do. I have to consider not only what shapes to use, but then how to place and compose them so that they all flow together. Aside from that, I number computation in general is very apparent in my work from deciding how large to make a piece down to thinking about what size to make the brush I am working with to try and get the perfect line I need. There’s quite a bit that goes into making a piece like this, and I’ll be interested to see if anymore concepts become apparent as I continue on with my progress.

# TEDU 411 – Week 9 – Blog Post

“Fish” (1964) by M.C. Escher

This week’s chapter in the book focused on integrating the arts into mathematics in the classroom, and our task was to find one piece of art, of any medium, that could be used to teach a math concept in class. I chose to use one of M.C. Escher’s paintings. This piece, a picture of fish, two different colored fish, ordered together in one large, repeating pattern, could be used to help teach several concepts in mathematics to elementary school students. For younger students in grades K-3, it could be used to help students understand the idea of patterns. With a visual like this, they could see how patterns are formed not only with colors, but with shapes as well and that some patterns may have a combination of various different aspects that all come together to make it a cohesive piece. For older students in grades 4-6, this piece could be used to talk about tessellations, which is basically using shapes repeatedly to create a pattern without any gaps. They could use this picture as a starting point to talk about tessellations and what the concept entails with a more relateable approach than simply throwing shapes mashed together at them. Everyone can see the fish and may be able to more easily recognize it is in a pattern thanks to its details than normal shapes would allow for. This Escher piece, and many of his other works, can be used in a variety of different mathematical concepts, these were just a two that really stood out to me.