Reading: Eve Torrance (2019), Bridges 2018, Nexus Journal
Summary: The article “Bridges Stockholm 2018” by Torrence (2019), it focuses on the variety of presentations, highlighted exhibits, and themes throughout the 2018 conference in Stockholm, Sweden. I chose this as my art inspiration piece by Karen Amanda Harris, which was featured at this particular exhibit. What I took away from this article was the number of creative approaches the artists used to mathematical components. Everything from gardens to card manipulation, to bands (that included instruments made from underwear), were incorporated. I also appreciated the stories of key contributors, such as Marjorie Rice, “a woman with no mathematical training beyond high school” who was able to discover a “new pentagonal tiling” in 1976. At the conference, Colm Mulchahy integrated a magical component through card tricks, all stemming from math, despite having a cast on his arm!
The article also mentioned some presenters and authors who I would like to further explore (I’ve linked some of their other studies to their names).
Hannu Salmi “Bridging the gap between formal education and informal learning”
Minna Houtilainen “Neuroscience in understanding learning in the STEAM context”
Paul Moerman “Dancing Math - aesthetic and math literacies intertwined”
Reflection
When I jotted notes along the margin of the paper, I noticed I constantly used the word “different”; “different perspectives”, “different angles”, “different mediums”. Partway through, I wondered, why do I use the word “different”. To be different would assume that they were not aligned to begin with. This week’s activity and reading have prompted me to re-assess my own perspectives and how I gravitate towards viewing mathematics and arts as separate entities or worlds. When the truth is, there are intertwined. The article caused me to pause and reflect on how this approach to mathematical learning compared to the standardized math classroom setting, where the most colour that is integrated is simply from the red ink used for marking.
Applications
There is a greater acceptance to teaching mathematics while integrating the arts. Platforms such as Desmos offer beautiful renditions of student artwork composed of graphing functions and formulas. These activities prompt students to struggle and emphasize skills in problem-solving, creative thinking and as well, build resilience. There is more than simple repetition and math worksheets, and it is thrilling to see this more often in the classroom setting.
Figure 1: Desmos Graphing Art Contests 2022 Student Finalist
References:
Moerman, P. (2016) Dancing Math: Teaching and Learning in the Intersection of Aesthetic and Mathematical Literacy. In: Torrence, E., Torrence, B., Séquin, C., McKenna, D., Fenyvesi, K., Sarhangi, R. (ed.), Bridges Finland: Mathematics, Music, Art, Architecture, Education, Culture: Conference Proceedings: Bridges Finland 2016: University of Jyväskylä (pp. 269-276). Phoenix: Tessellations Bridges Conference Proceedings
Mossberg, F. (Red.) (2017). Child & Noise: How does the child percieve the sound environment? (Skrifter från Ljudmiljöcentrum vid Lunds universitet; Vol. 17). Ljudmiljöcentrum vid Lunds universitet.
Thuneberg, H., Salmi, H., Fenyvesi,K. (2017) "Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans", Education Research International, vol. 2017, Article ID 9132791, 13 pages, 2017. https://doi.org/10.1155/2017/9132791
Hi Christina,
ReplyDeleteWe use desmos to graph in precal 11, and my students love it. In the past, I had my students create an art picture using Desmos. I used examples from https://www.desmos.com/art to encourage and provide ideas for them. The art on Desmos inspired them so much that they created their own pictures. Students were introduced to graphing certain functions, limiting their graph, and colouring their art with demos. Students learned a lot about graphing functions from experience. I really enjoyed watching the students' excitement while creating their art. Some even participated in the " Desmos Art Project " to win a cash award.
Hi Christina,
ReplyDeletedifferent... I like that you recognized your repetition of the word. I'm all about words and their meanings! Isn't it curious that the "arts" has been separated from mathematics and sciences when so much of this learning hinges on being able to see the differences in our world and to wonder why, and be able to explain what it is we are wondering and further, to be able to explain what the differences are that we are wondering about!
I've discovered in my educational journey that if you use the wrong word in your writings you convey different meanings; with mathematics I've learned that even our use of the word "equals" for the equal sign has been skewed and our students haven't learned that in an equation that equals sign doesn't actually mean "is the answer" but rather that the left side of the equation is "equal to" the right side of the equation! yes; we DO need to bridge the divide that has been created over time between "the arts" and "the maths and sciences" to aid in our students wholistic learning.
Great post and discussion! Thank you for sharing your ideas about Bridges (and isn't Marjorie Rice a great inspiration?), and some excellent papers by Bridges authors. Fascinating discussion of 'different', and the Desmos art project is really neat!
ReplyDelete