Theorems in Visual Art: Art and Math Teacher Collaboration toward Creative Leadership
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Date
2018
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Authors
Song, Borim
Choi, Jungmin
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Abstract
An artist and a mathematician meet. The authors of this
article, one an art education professor and the other a
mathematics professor, collaborated to conduct research
as a team, examining perceptions of K-12 art teachers
regarding art and math integration. Because of changes
in education such as the implementation of the Common
Core State Standards and the Every Student Succeeds
Act, some educational policymakers, administrators, and
teachers have expressed interest in integrated curricula
(Davis, Sumara, & Luce-Kapler, 2008; Franco & Unrath,
2014; Wexler, 2014). Recent research supports the positive
impact of visual art learning on students’ test scores. For
example, research outcomes from the Turnaround Arts
Initiative indicated that the schools participating in the
arts initiative demonstrated a 22.55% improvement in math
proficiency (Turnaround: Arts Creating Success in Schools,
2016).
In this Advisory, we want to share what we have learned
from our partnership and exploration of visual art and
math integration to help art teachers collaborate actively
and efficiently with math teachers in their schools. Our
project started with real-world problems. As parents of
school-age children, we shared our concerns about changes
in the math curriculum based on the Common Core State
Standards and the uncertain status of art education in the
public school system in our state. Conversations about
these issues led us to devise an interdisciplinary research
project about art and math integration. Our collaboration
enabled us to work together and expand our knowledge
and understanding, sometimes beyond our comfort zone,
and to find new ways of practicing our disciplines.
Description
Copyright holder is the National Art Education Association. All rights reserved.