A look at the Street theme through an interdisciplinary project in visual arts and mathematics, inspired by works from the Montreal Museum of Fine Arts’ collection.
- Description of activity
- Resources used
Subject area
MATHEMATICS: “Verifying Transactions”
Areas of Learning
Mathematics, Science and Technology
Related subject area(s)
Arts Education
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
1
Activity duration
5 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform about the theme of Transactions
•Collaborating with Secondary I students (Visual Arts) and Secondary II students (Mathematics) at the École du Royal-Roussillon
•Guiding students to find the value and the type of geometric transformation applied to the elements incorporated into the works created by the Visual Arts students at École du Royal-Roussillon in relation to an irregular shape created by the Secondary II students
•Guiding students to determine the actual size of an element chosen by the Secondary II students
•Collaborating with Secondary I students (Visual Arts) and Secondary II students (Mathematics) at the École du Royal-Roussillon
•Guiding students to find the value and the type of geometric transformation applied to the elements incorporated into the works created by the Visual Arts students at École du Royal-Roussillon in relation to an irregular shape created by the Secondary II students
•Guiding students to determine the actual size of an element chosen by the Secondary II students
Description of activity
Class 1: Once the project, its goals, the EducArt platform and the theme of Transactions have been presented, students take a look at the artworks related to the theme of Transactions found on the EducArt platform. Students watch the related videos found on the platform. Students complete a heuristic diagram based on the definition of the word “transactions.”
Class 2: Students revisit the works viewed on the EducArt platform and review the theme of Transactions. They discuss the creative projects completed by the Visual Arts students at École du Royal-Roussillon. They review their acquired knowledge about the concepts of area, percentage, ratio and geometry. For the assignment, the guidelines include the following: students must verify the precise calculation of an area and determine the percentage of a dominant colour in relation to the surface area.
Classes 3 and 4: In smaller groups, students develop a strategy to find the total surface area of a creative project completed by the Visual Arts students at École du Royal-Roussillon and the surface area of the dominant colours. They develop a strategy to find the percentage of the dominant colours in relation to the total surface of the creative project. They consolidate these strategies, step by step, in a tracing pad designed by the instructor. Using mathematical arguments, students justify that the percentage calculation was respected. They relate the value of the geometric transformation to the shapes produced by the students at École du Royal-Roussillon.
Class 5: Students produce and then position reproductions of the elements (geometric figures) in the right place on the cardboard surfaces, life-sized renderings of artworks found on the EducArt platform.
Class 2: Students revisit the works viewed on the EducArt platform and review the theme of Transactions. They discuss the creative projects completed by the Visual Arts students at École du Royal-Roussillon. They review their acquired knowledge about the concepts of area, percentage, ratio and geometry. For the assignment, the guidelines include the following: students must verify the precise calculation of an area and determine the percentage of a dominant colour in relation to the surface area.
Classes 3 and 4: In smaller groups, students develop a strategy to find the total surface area of a creative project completed by the Visual Arts students at École du Royal-Roussillon and the surface area of the dominant colours. They develop a strategy to find the percentage of the dominant colours in relation to the total surface of the creative project. They consolidate these strategies, step by step, in a tracing pad designed by the instructor. Using mathematical arguments, students justify that the percentage calculation was respected. They relate the value of the geometric transformation to the shapes produced by the students at École du Royal-Roussillon.
Class 5: Students produce and then position reproductions of the elements (geometric figures) in the right place on the cardboard surfaces, life-sized renderings of artworks found on the EducArt platform.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competency:
• (C2) Uses mathematical reasoning
Key Features:
• (C2) Organizes the elements selected from the network of mathematical concepts and processes appropriate to the situation
• (C2) Uses various types of reasoning (analogical, inductive or deductive reasoning, etc.) to clarify, adjust or refute conjectures
• (C2) Organizes the results of his/her work
• (C2) Establishes organized and functional relationships between concepts and processes
• (C2) Forms and applies networks of mathematical concepts and processes (proportional, algebraic, arithmetic, etc.)
Cross-curricular Competencies:
• Cooperates with others
• Adopts effective work methods
• Exercises critical judgment
• (C2) Uses mathematical reasoning
Key Features:
• (C2) Organizes the elements selected from the network of mathematical concepts and processes appropriate to the situation
• (C2) Uses various types of reasoning (analogical, inductive or deductive reasoning, etc.) to clarify, adjust or refute conjectures
• (C2) Organizes the results of his/her work
• (C2) Establishes organized and functional relationships between concepts and processes
• (C2) Forms and applies networks of mathematical concepts and processes (proportional, algebraic, arithmetic, etc.)
Cross-curricular Competencies:
• Cooperates with others
• Adopts effective work methods
• Exercises critical judgment
Targeted skills (if applicable)
Expected student outcomes
Verifying the measurements of an irregular shape, produced by the Secondary II Mathematics students, and the positioning of this element (geometric figure) on a cardboard surface, a life-sized rendering of an artwork found on the EducArt platform
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “Transactions”
Areas of Learning
- Arts Education
Related subject area(s)
- Mathematics, Science and Technology
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
1
Activity duration
8 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform about the theme of Transactions
•Collaborating with Secondary I and II students in Mathematics at the École Dagenais
•Guiding students to make use of a visual work that incorporates geometric shapes
•Collaborating with Secondary I and II students in Mathematics at the École Dagenais
•Guiding students to make use of a visual work that incorporates geometric shapes
Description of activity
Class 1: Once the project has been presented, students view the artworks on the EducArt platform related to the theme of Transactions. Students share an appreciation of these works and study the theme. They study the related text. Then they watch the related videos found on the platform.
Class 2: Students review the theme and the related works. In smaller groups, students complete a heuristic diagram related to the definition of the word “transactions.” They write a complete sentence on the meaning of the word. They think about the creative process and write out the steps required to complete the project.
Classes 3 and 4: Students select an irregular shape among those produced by the students at École Dagenais and consider how to deconstruct the figure and incorporate it into a visual project illustrating the theme of Transactions. After dividing the shape into four sections, the students make sketches to incorporate it into the visual whole.
Classes 4-7: Students take part in creative sessions. Students copy their sketches out neatly. On this clean draft, students add colour and make their final touches. They retrace the shape’s outline with a black marker.
Use the available tools required to complete the mechanism as designed. Students analyze and dissect how it functions. Students add an aesthetic finish to the sculpture.
Class 8: As a group, students share an appreciation of the works produced for this project. Students fill out a self-evaluation form.
Class 2: Students review the theme and the related works. In smaller groups, students complete a heuristic diagram related to the definition of the word “transactions.” They write a complete sentence on the meaning of the word. They think about the creative process and write out the steps required to complete the project.
Classes 3 and 4: Students select an irregular shape among those produced by the students at École Dagenais and consider how to deconstruct the figure and incorporate it into a visual project illustrating the theme of Transactions. After dividing the shape into four sections, the students make sketches to incorporate it into the visual whole.
Classes 4-7: Students take part in creative sessions. Students copy their sketches out neatly. On this clean draft, students add colour and make their final touches. They retrace the shape’s outline with a black marker.
Use the available tools required to complete the mechanism as designed. Students analyze and dissect how it functions. Students add an aesthetic finish to the sculpture.
Class 8: As a group, students share an appreciation of the works produced for this project. Students fill out a self-evaluation form.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competencies:
• (C2) Creates media images
• (C3) Appreciates works of art, traditional artistic objects, media images, personal productions and those of classmates
Key Features:
• (C2) Uses ideas to create a media production
• (C2) Uses transforming gestures and elements of media language
• (C2) Structures his/her media production
• (C3) Constructs his/her interpretation of the image
• (C3) Analyzes an image or production
• (C3) Constructs his/her interpretation of the image
• (C3) Makes a critical or aesthetic judgment
Cross-curricular Competencies:
• Adopts effective work methods
• Exercises critical judgment
• Uses creativity
• (C2) Creates media images
• (C3) Appreciates works of art, traditional artistic objects, media images, personal productions and those of classmates
Key Features:
• (C2) Uses ideas to create a media production
• (C2) Uses transforming gestures and elements of media language
• (C2) Structures his/her media production
• (C3) Constructs his/her interpretation of the image
• (C3) Analyzes an image or production
• (C3) Constructs his/her interpretation of the image
• (C3) Makes a critical or aesthetic judgment
Cross-curricular Competencies:
• Adopts effective work methods
• Exercises critical judgment
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
A work that incorporates a geometric shape (produced by a student at École Dagenais) and that visually communicates what the idea of “transactions” means to the students
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
MATHEMATICS: “Transactions”
Areas of Learning
- Mathematics, Science and Technology
Related subject area(s)
- Arts Education
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
2
Activity duration
6 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform about the theme of Transactions
•Collaborating with Secondary I students in Visual Arts and Mathematics at the École du Royal-Roussillon
•Guiding students to find the surface area
•Guiding students to determine the spatial ratios and percentages
•Collaborating with Secondary I students in Visual Arts and Mathematics at the École du Royal-Roussillon
•Guiding students to find the surface area
•Guiding students to determine the spatial ratios and percentages
Description of activity
Class 1: Once the project, its goals, the EducArt platform and the theme of Transactions have been presented, students take a look at the artworks related to the theme found on the platform. Students watch the related videos found on the platform. Students study the text related to the theme.
Class 2: Students revisit the works viewed on the EducArt platform and review the theme of Transactions. In smaller groups, they complete a heuristic diagram based on the definition of the word “transactions.” They write a complete sentence on the meaning of the word “transactions.” As a group, they analyze the steps required to complete the project and review the mathematical concepts appropriate to the project. Then they form teams of two.
Class 3: In groups of two, students select a work related to the theme on the EducArt platform. They determine how to find the total surface area of this work, the area of an element in the work, the percentage of space occupied by this element in relation to the total area of the work and of the canvas. They determine the calculations required to create an irregular shape and to find its dimensions. As a team, the students establish a strategy or procedure to follow in order to produce this irregular figure and to find its dimensions.
Classes 4 and 5: Students begin their calculations based on the selected work. Students calculate the total area of the canvas used in Visual Arts class. They produce the irregular shape.
Class 6: Students continue with their work and trace a clean copy of the shape following the previously determined dimensions. They fill out a self-evaluation form.
Class 2: Students revisit the works viewed on the EducArt platform and review the theme of Transactions. In smaller groups, they complete a heuristic diagram based on the definition of the word “transactions.” They write a complete sentence on the meaning of the word “transactions.” As a group, they analyze the steps required to complete the project and review the mathematical concepts appropriate to the project. Then they form teams of two.
Class 3: In groups of two, students select a work related to the theme on the EducArt platform. They determine how to find the total surface area of this work, the area of an element in the work, the percentage of space occupied by this element in relation to the total area of the work and of the canvas. They determine the calculations required to create an irregular shape and to find its dimensions. As a team, the students establish a strategy or procedure to follow in order to produce this irregular figure and to find its dimensions.
Classes 4 and 5: Students begin their calculations based on the selected work. Students calculate the total area of the canvas used in Visual Arts class. They produce the irregular shape.
Class 6: Students continue with their work and trace a clean copy of the shape following the previously determined dimensions. They fill out a self-evaluation form.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competency:
• (C2) Uses mathematical reasoning
Key Features:
• (C2) Organizes the elements selected from the network of mathematical concepts and processes appropriate to the situation
• (C2) Uses various types of reasoning (analogical, inductive or deductive reasoning, etc.) to clarify, adjust or refute conjectures
• (C2) Organizes the results of his/her work
• (C2) Establishes organized and functional relationships between concepts and processes
• (C2) Forms and applies networks of mathematical concepts and processes (proportional, algebraic, arithmetic, etc.)
Cross-curricular Competencies:
• Cooperates with others
• Adopts effective work methods
• Exercises critical judgment
• (C2) Uses mathematical reasoning
Key Features:
• (C2) Organizes the elements selected from the network of mathematical concepts and processes appropriate to the situation
• (C2) Uses various types of reasoning (analogical, inductive or deductive reasoning, etc.) to clarify, adjust or refute conjectures
• (C2) Organizes the results of his/her work
• (C2) Establishes organized and functional relationships between concepts and processes
• (C2) Forms and applies networks of mathematical concepts and processes (proportional, algebraic, arithmetic, etc.)
Cross-curricular Competencies:
• Cooperates with others
• Adopts effective work methods
• Exercises critical judgment
Targeted skills (if applicable)
Expected student outcomes
Producing an irregular shape
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7
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2
related subject area(s)
3
learning activities
7
Resources used