Theorems in Visual Art: Art and Math Teacher Collaboration toward Creative Leadership

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.