ARTS INTEGRATION IN MATH AND SCIENCE

KEY CONCEPTS

NOT AS SEPARATE AS YOU MIGHT THINK

Math and science are often seen as rational or analytical, while the arts are seen as subjective and emotional. How are the arts analytical? How is science/math emotional? We live in a society where math and science have more intellectual credibility than the arts. But the separation of the arts and sciences is a false one. Abstract concepts in science and art are better understood when concretized by art activities. Art projects benefit from the systematic nature of science inquiry.

FROM STEM TO STEAM

A movement first championed by the Rhode Island School of Design (RISD) that has now been embraced more broadly. It argues that the arts and sciences are not polar opposites. They share research, observation, experimentation, discovery, problem-solving, collaboration, and innovation. They have creativity in common. Emerging research shows that scientists working at the top of their fields participate in the arts with greater frequency than the average person (RootBernstein et al., 2013).

TIPS FOR SUCCESSFUL ARTS INTEGRATION WITH MATH AND SCIENCE

Collaborations between working artists or school art specialists will deepen the work and help you find an elegant fit between math/science and art concepts. Dont make distinctions between doing art and doing science. Emphasize process, observation, problem-solving, finding patterns, and discovery. Respect what both art and science can do/teach. Find excellent resources and like-minded partners. Dont reinvent the wheel. Maintain intellectual rigor and trust the process to teach what needs to be taught.

Who Has Seen The Wind?

Who Has Seen the Wind? BY CHRISTINA ROSSETTI

Who has seen the wind? Neither I nor you: But when the leaves hang trembling, The wind is passing through.
Who has seen the wind? Neither you nor I: But when the trees bow down their heads, The wind is passing by.

The Wind
by Robert Louis Stevenson

I saw you toss the kites on high And blow the birds about the sky; And all around I heard you pass, Like ladies' skirts across the grass-O wind, a-blowing all day long, O wind, that sings so loud a song! I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all-O wind, a-blowing all day long, O wind, that sings so loud a song! O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O wind, a-blowing all day long, O wind, that sings so loud a song!

Vincent Van Gogh 18531890

Wheat Field with Crows

Wheatfield with Cypresses

Fishing Boats on the Beach near Saintes-Maries-de-la-Mer

THE BEAUFORT SCALE

Make An Anemometer
1 pencil with eraser end 5 styrofoam cups 1 straight pin 2 long plastic straws 1 colored marker Tape A windy day With the colored marker, color one of the styrofoam cups and set it aside. Take one cup for your center piece and poke the straws through the top, making a cross "+" shape in the center. Tape the cross section together to hold. Now take one of the pencils and poke it through the bottom of the cup so that the eraser end is up under the cross section of the straws. Place the straight pin through the straw center into the eraser to hold. Don't make the pin too tight as this is the axis on which your anemometer will turn. Take the remaining 3 cups and the colored cup and poke the other ends of the straws through the sides of the cups. Make sure they are all facing the same direction. Now place your anemometer in the ground with the pencil end. Count how many times the colored cup make a full revolution in one minute.