MAT UNIT PLANNING MODEL FOR INTERDISCIPLINARY ART INSTRUCTION
School: Roland Park Middle School
Mentor Teacher: Judy Egerton
MICA Supervisor: Matthew Sutherlin
I. Teacher (Intern): Max Escher
II. Unit Title: Calculating your world
A. Interdisciplinary content areas
1. Visual Art
2. Mathematical Percentages
B. Lesson titles within unit:
1. 11/18 Thu - This is Data Visualization
- Show exemplars.
- Connections to mathematics.
- Review the exemplars I’ve provided @ ______.brionwolf.com
2. 11/19 Fri - What is data?
- A workshop on what kind of data there is out there.
- Connections to mathematics.
- How can data be organized.
- Homework/ project introduction hint
- Begin research.
3. 11/22 Mon - Project introduction.
- The Elegant problem: Create a data visualization using in the form of a color drawn image and that represents quantitative information of your environment.
4. 11/29 Mon - Work day, Checkup
- Where are all the students in their projects?
- Is anyone struggling?
5. 12/02 Thu - Final Critique/review
- SO…what did we learn?
III. Learner (student, grade level):
- 6TH Grade.
- Math Course.
- Ingenuity (advance Math and Science) Section.
- Morning class.
IV. Developmental Rationale: (paragraph form)
(Why this art experience at this point in the students’ development?
Describe the psychosocial, cognitive, physical and artistic development of these students and cite at least one developmental source from AHD class reading – Smith, Burton, Wilson, etc. Specify ways this unit supports/challenges them.)
The students at this point in their education are having difficulty understanding why any of the mathematical material is necessary. Allowing principals of mathematics to be applied to other fields including Visual arts would provide a medium in which students can explore applications for what they are learning.
A. Environment: (Describe the significant aspects of the classroom that will likely affect learning: the classroom, the school, and the surrounding community. Address your observations of interpersonal/community interactions as well as physical conditions.)
- The classroom is setup in a lecture format (very teacher centered, and the students, after a few months now, are used to that routine).
- The math classroom used to be an art room, and feels like it was meant to handle worktables, not rowed desks.
- The room in its current setup is cramped when handling 32 students.
- There are a lot of math visuals on the wall, lots of math related cartoons.
- The school is for the most part clean and orderly. Things tend to get a little more rowdy when you venture into the 7th and 8th grade areas of the school.
B. Climate: (What do you envision for the tone, feeling, and intent of the learning experience and classroom social dynamic?)
- The students are talkative, and fidgety but eager to please, and willing to learn. As 6th graders they’re at the bottom of the short middle school ladder.
- The students in this class might still be a little excited from having a new teacher conduct a lesson beyond reviewing homework or worksheet answers.
VI. Unit Objective: (What students will know?)
- Students will know how mathematical principals beyond simple operators can be applied to visual concepts.
- Students will gain a greater understanding of how “math” matters to them and their development.
- Students will have a greater understanding of the world they live in through the research they conduct.
Daily Objective - Day 1: (11/18 Thu) - Students will know the meaning of the term “data visualization.”
DO 2: (11/19 Fri)
- Students will be able to collect and organize data.
- Students will be able to make connections between math art and other subjects.
DO 3: (11/22 Mon) - Students will begin to visualize the data they have collected.
DO 4: (11/29 Mon) - Students will understand the importance of pacing and proper time management.
DO 5: (12/02 Thu) - Student will know how to self-analyze their progress through the project.
VII. Unit Interdisciplinary Rationale: (Describe how learning is enhanced in both content areas of your interdisciplinary unit.)
- A visual representation of mathematical concepts allows the involvement of students who may think visually.
- Using quantitative tools to represent visual space will allow the involvement of students who may processes information in a more analytical fashion.
Unit (Art) Problem: (What students will do and make?)
Create an elegant problem that incorporates the main learning that occurs in both content areas.
Create a data visualization using in the form of a color drawn image and that represents quantitative information of your environment.
- Essential Questions:
- What types of information or data are in our environment?
- How can data be represented?
- What might we learn from looking at data in this way?
State Standards addressed in this unit (indicators, objectives, and topics)
A. Visual art:
- mdk12.org: 6.2.4.a-b
- mdk12.org: 6.3.1.a-c
- mdk12.org: 6.3.2.b
- mdk12.org: 6.3.3.a-b
- mdk12.org: 6.4.1.b
- mdk12.org: 6.4.2.b
B. Other discipline(s): Maryland Mathematics
- mdk12.org: 6.2.A.1.a-b
- mdk12.org: 6.6.C.1
- mdk12.org: 6.7.C.1.c
- mdk12.org: 6.7.C.1.e
- mdk12.org: 6.7.C.1.g-h
- mdk12.org: 6.7.D.1.a-c
C. Ingenuity Standards:
- 80 or above Average in Math and Science
- 90% must be in on time
- 80% average achievement on all unit tests
- Score “Proficient” or “Advanced” on MD State Assessment.
Concepts, skills and dispositions addressed in this unit.
What do you want students to know/understand? (to know)
Identify and list ideas or understandings about art/artists.
Elements of Design (composition, chunking hierarchy, form, layout, etc…)
Communication of ideas
What do you want students to be able to do? (to do)
Identify and list artistic behaviors and practice.
Students will be able to draw with the aid of assistive devices to create clean measured forms.
Students will be able to analyze number relations and compute
Students will be able to create a planned layout of their designs.
Students will be able to analyze the properties of plane geometry figures.
What ways of thinking and behaving will students demonstrate?
What do you want students to be like? (to be)
Identify and list these.
Students will reflect on their surroundings.
Students will begin to think critically of their environment.
Students will begin to organize information in a visual manner.
Students will have a choice of looking at information with a new visual yet analytical persoective.
XI. Vocabulary: List and define words in age-appropriate language.
These should align with concepts, skills and dispositions described above.
A. Visual art
- Chunking - An element of design, to organize information into separate parts in order for greater usability and readability.
- Communication - the imparting or interchange of thoughts
- Definition - the formal statement of the meaning or significance of a word, phrase, etc.
- Design - An Organization or structure of formal elements in a work of art; composition.
- Form - The external appearance of a clearly defined area, as distinguished from color or material.
- Hierarchy - Any system of persons or things ranked one above another.
- Layout - A plan or sketch, as of an advertisement or a page of a newspaper or magazine, indicating the arrangement and relationship of the parts, as of type and artwork.
- Line - a mark or stroke long in proportion to its breadth, made with a pen, pencil, tool, etc., on a surface.
- Organization - To form as or into a whole consisting of interdependent or coordinated parts.
- Shape - the quality of a distinct object or body in having an external surface or outline of specific form or figure.
- Spacing - extent or area in two dimensions; a particular extent of surface.
- Usability - The ease of use and learn-ability of a human-made object.
- Visualization - Any item or element depending on the sense of sight.
- White space - The unprinted area of a piece of printing.
B. Other discipline
- Analyzation - To separate (a material or abstract entity) into constituent parts or elements.
- Comparison - The act of relating two separate objects or concepts to each other in order to find similarities and differences.
- Data - Individual facts, statistics, or items of information.
- Line - A continuous extent of length, straight or curved, without breadth or thickness; the trace of a moving point.
- Operators - A symbol for expressing a mathematical operation.
- Percentages - A rate or proportion per hundred.
- Research - to search or search for again.
A. Student: List art supplies and other materials needed for this unit.
- Color drawing utensils.
B. Teacher: List visuals, books, handouts, worksheets, rubrics, organizational containers, folders, tools, equipment, etc. needed to teach this unit.
- Unit Packet including unit rubric
- Daily powerpoint
- Daily handout
- Daily worksheet
- Internet access (preferred, optional)
XIII. References: List books, websites, visuals, pop culture sources, etc, that will inform the development of this unit. Be specific (titles, author/artist names and time periods).
- Data Visualization:
- The Visual Miscellaneum: A Colorful Guide to the World's Most Consequential Trivia by David McCandless
- New York Times Data Visualizations @ vizlab.nytimes.com...
- DV artists
- Antepo Design Industry
- Anthony Mattox
- Ben Fry
- Martin Wattenberg
- Fun/Math related
- The Guinness Book of Records
XIV. Assessments: Describe the methods, assessment tools, and criteria you will use to evaluate the creative process and learning in this unit.
- Worksheet assessment
- Homework assessment
- Rubric encompassing both the visual the integration aspects of the project.
- Overall class participation and cooperation?
XV. Strategies: In a short descriptive paragraph, highlight the most critical strategies that will be used to engage students throughout this unit.
It is very important for me to keep the classroom managed, and for me, the best way to do that is with as little discipline as possible. I plan do accomplish this by providing relevant material to the students. This includes subject matter (ie. ravens, madlibs, starwars, tween subjects, the media), as well as medium (ie. lots of images and video).