CH7

Visual Art in Education and Curriculums
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Fitting everything in the curriculum so as to make things fun for students and also to cover the subject is one of the most challenging tasks to do. However, visual arts make it easy for students to understand and have fun, therefore, what many teachers opt to do is to combine the covering of the curriculum with the use of Art. Here is a description of how to learn multiplication through visual art.
The first stage is to describe the learning plan. Here give students a sourcebook, for this case we choose “Amanda Bean’s Amazing Dream” written by Marilyn Burns. The purpose of reading this book is to evaluate the illustration that indicates equal groups, later demonstrate an anchor chat of the different ways the Marilyn shows arrays. The next stage is to take the students to a school and classroom tour looking for examples of arrays. The arrays will be found in; desk arrangements, bookshelves, classroom windows and floor tiles. Help the students take some photos of the arrays they come across (Miller,2013). The pictures can be printed and labeled and added to “math focus” wall. The next task is to look for a sample at an intense space sparkle. Together with the students discuss how different buildings have arrays when others don’t have.
Finally, a teacher can change his or her students to develop a city skyline that demonstrates arrays. The checklist to use is: create a cityscape, using rulers to ensure that the lines are straight, in every building show an array, include additional information like stars in an array and then complete the chart by describing the art by use of multiplication sentences.

The activity is done using a black construction sheet for the background. Construction paper and ruler are used to create the buildings while the chalks are used to show the stars. When the city is complete students use a chart to describe the art using multiplication arrays. Here is a sample of a complete cityscape.

The information from this cityscape is then used to fill the table that has objects and multiplication array.
Another way to use the visual art in the studies is by teaching concepts of mathematics using movements. Research after research has indicated that lack of movements in school and particularly classroom is the leading cause of high obesity rate, hyperactivity and mood disorders. Hereafter is an example of how movements can be used in subtracting in mathematics.
This is more of a game and it is done for a place where there is enough space to allow quick and safe movements. The first step is to write numbers 1-10 (or even higher). Then write the subtraction symbol on one of the cards. Place the cards with the numbers from far ends and the one with the subtraction sign at the center.
Finally, choose two students who run and take the number index card and run back again to the plate with the cubes. The cards are placed on the ground with the subtraction sign in the center. The student that has large number creates number out of the plate with the cube. The other student takes off the specific number represented on the card. Then all students can count the number of the cubes that were left by the two students.

Art and mathematics are related in various ways. Mathematics can be associated with arts in the areas of architecture, sculpture, textiles, and painting (Harris, 2016). Hereafter is a description of a geometrical collage made using computer art programs and the final product. The pictures below are made using Adobe Illustrator and Photoshop art programs on the computer.

Final product after Photoshop

References
Miller, J. P. (2013). Education and the soul: Toward a spiritual curriculum. Albany, N.Y: State University of New York Press.
Harris, A. M. (2016). Creativity and education
Walker, J. S., & Don, G. W. (2013). Mathematics and music: Composition, perception, and performance