Bunki, >From another art/math teacher:
What do you do for fractions?
- proportional reasoning is one way to work with fractions and their
relationships and drawing/seeing. Also, part/whole can be thought of
as fractions, decimals, percents, ratios... maybe the kids see it as one
and not another. Do you use cuisenaire rods? Excellent manipulatives
for fractions. (Pattern blocks, paper folding...?) Just curious...
Any spatial visualization w/geometry?
ellen > ---------- > From: bkramer.us > Sent: Monday, February 16, 1998 4:50 PM > To: artsednet.edu > Subject: art connecting to other subjs....diff. learn. styles > > Karen wrote" > > Bunki has said some thoughtful things about arts and social > science > >linking in a natural way -- I think one thing is to look for natural > >connections within established curriculum rather than re-inventing > the wheel. > ................ > > Joanne and Karen.... > > Thank you, Karen, for the nice compliment but it wasn't my connecton > of art > with social science. Another connection mentioned here on the listserv > has > also been with art and pure science. My ballywick is art n' math > integrating. I teach one 8th grade art n' math as an > elective....administration chose that stance because they felt > anything not > "straight" math could not be called such. I do, however, give them > credit > for allowing me to teach the class as I do...1/2 art, 1/2 math > connections. > It's the only one I know of in my district or surrounding districts so > I > give a pat on the back to my principal for supporting me. > > As I mentioned, it is for 8th graders and the 36 students range from > those > 8'thers who go over to the high school for geometry classes to > resource > math students, and all the levels inbetween. The biggest charge I get > out > of teaching this class is to see low level students understanding the > abstract math concepts and putting what they've learned into concrete > art > presentations. Another big bonus is to see these kids TEACHING the > high > level kids how to make the art connections. "Smart" does not > necessarily > mean "creative or visual". It's another form of learning. It's > hands-on > tactile and visual. It makes sense to those sort of learners. > Sometimes the > smart (and I hate using that word here but you get my drift) kids > can't see > this as well as the visual learner and it becomes a humbling > experience > sometimes to have a lower math level student showing it to you. We > work > with lots of geometry, number sequencing, measuring, topography, logic > sequencing, patterning, algebra and even calculus. In my experience > with > this particular course, fraction-understanding seems to be the biggest > problem with the right-brained technique but to connect it to > art-related > tie-ins seems to help. > > I'm all for connecting the curicculum and for pure art as well. I > think > there's room for both. Cya............................... > > Bunki Kramer > Los Cerros Middle School > 968 Blemer Rd. > Danville, California 94526 > bkramer.ca.us > >