The Art of Mathematics
Visual Arts
Content DescriptionsUse materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112) |
Achievement StandardBy the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.
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Teaching Sequence
(This unit links to the Mathematics unit for Term 1: Patterns in Numbers)
Digital Sums Students examine the patterns in both the number sequences resulting from multiples of 3,4,5,6,7,8 and 9 as well as the digital sums of these multiples. They translate the numerical patterns to a visual pattern on circles. Spirolaterals Students examine the patterns in both the number sequences resulting from multiples of 3,4,5,6,7,8 and 9 as well as the digital sums of these multiples. They translate the numerical patterns to a visual pattern on grid paper (both square and isometric). Pascal's Triangle Students find multiples in Pascal's triangle and highlight the resulting visual patterns Paul Klee Inspired Maths Facts Students draw a grid of 3cm squares onto an A4 sheet of paper (opportunity to practice 3s sequence). They choose a multiplication fact they need to practise and create a design inspired by Paul Klee's Once Emerged From the Grey of Night. (See these sites for inspiration and instructions: One Happy Art Teacher, Mrs Picasso's Art Room) Art of Mathematics Display Students reflect on the way that they have used the Principles of Design (repetition, unity, emphasis etc) in the various exercises they choose to display. They write explanations to accompany their work. |