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Article #1: The Relationship of Drawing and mathematical Problem Solving: Draw for Math This article argues

that art, specifically drawing, is proven to assist students in mathematical spatial concepts. The authors begin this article by arguing for the arts and support their statement by writing a report on their findings in an experiment titled, Draw for Math. The authors also state that art focuses on the utility and instrumental value of visual art education for other subject areas, maintaining the art increases students learning potential and complements learning in other disciplines (Edens & Potter, 2007, p. 283). The authors also ties in Robbie Cases theory of central conceptual development in the area of spatial understanding (Edens& Potter, 2007, p. 286). They state that the development of spatial understanding may relate to mathematical problem solving (Edens & Potter, 2007, p. 286). The article goes on to explain the procedure and methods of the experiment. In short, the experiment was performed in a southwestern school, and used 4th and 5th graders as test subjects. The people conducting the experiment then further divided the group of 4th and 5th graders in to racial groups and gender. Edens and Potter (2007, p. 290-291) scored the children individually and separately and used the chi-square to compile their data. Their data shows that there was a significance relationship found between the use of schematic visual representation and problem solving (Edens & Potter, 2007, p 292). I chose to read this article because my unit deals with integrating visual arts and mathematics. Like the authors, I believe that spatial interpretation and understanding truly assist students in using mathematics, especially in geometry, where everything has to do with spatial concepts. By viewing MC Eschers work, and creating pieces based on his work, students will be able to discover how mathematics relate to art (transformations, patterns etc.) Though the material in my unit is more in depth than just drawing, this article was an eye opener that taught me how to look at student artwork and the ways they are developing psychologically. I also agreed with this article on how art can be linked to different subjects and can aid the learning of students in other areas. Many times, students do not want to understand a subject because it is more difficult than the others. By introducing them to an integrated art unit, this would hopefully help them understand the math world a little better. Edens, K., & Potter, E. (2007). The relationship of drawing and mathematical problem solving: "Draw for Math" tasks. Studies in Art Education, 48(3), 282-298.

Article #2: Introducing Tessellations This article is a lesson plan originally designed for a math class for grades 6-12 (I assume that the author implies that those who use this lesson plan must modify it so that it is grade appropriate). The description states that, Students use the drawings of M.C. Escher, as well as online research, to deduce what tessellations are. Then each student creates tessellations from both regular and irregular polygons (Jackson). This lesson plan also provides vocabulary words. Jackson states that this lesson can be used during a discussion of symmetry (reflection, rotation, translation). Jackson also suggests ideas on how to engage students. She gives one example, which is to ask, What does this piece of art have to do with math? Jackson also provides links to various websites that assist students in the learning of what tessellations are and how they relate to a geometry lesson. Jacksons approach to this lesson is quite technological and she even suggests creating Tessellations using the Microsoft Excel program (which she also provides a link for a tutorial). She also suggests ways of assessment. I chose this article because the lesson topic ties in closely with my unit topic (looking at MC Eschers work). This article is useful for my unit because it is a lesson done with a mathematical approach instead of an artistic approach. Jacksons lesson plan also had her students experimenting with various shapes and making a record of which shapes created tessellations and which did not. This activity is also useful in the art classroom because it helps students plan and visualize their final piece. If the students know that certain shapes do not work as tessellations, then they are less likely to make a mistake and be upset with their piece. I also appreciated the incorporation of digital technology, which could also be used in one of my lessons, however; taking the classroom that I am teaching at into context, the only computer that is accessible is the teachers computer. Therefore, there is a slim chance that every student would be able to use the software to simulate tessellations. Jacksons vocabulary list and her way of describing tessellations in mathematical vocabulary are also extremely helpful to my unit. This helps me, as a teacher, to be able to explain aesthetical terms (using art vocabulary) and also relate it to mathematical terms that the students have learned in class. Overall this article helps me think of ways to balance aspects of math and art into my lesson. Jackson, L. Introducing tessellations. In Education World: The Educator's Best Friend. Retrieved April 7, 2014, from http://www.educationworld.com/a_tech/techlp/techlp037.shtml

Article #3: Form + Theme + Context: Balancing Considerations for Meaningful Art Learning This article takes on a broader topic that talks about combining various methods of viewing art to create a bigger idea. Sandell (2006) first talks about viewing art in the formal aspect, which means to view art as it is presented to the eye (p. 33). Then she states that students should learn to view art based on their themes (Sandell, 2006, p. 33). Sandell (2006) states that, thematic associations with multiple intelligences are revealed through the subject areas of math, science, language arts, social studies and physical education. Such connections help link art to life (p. 33). Finally Sandell (2006) states that students should view art in their context (p.33). Her brief explanation of context is the When, where, by/for whom, and why the lesson was created (p.33). By putting all three of these together form, theme and context- students can take more away from art classes than simply making stuff. This article is a good way to explain to the children (without using university level vocabulary) as to how and why art is related to other subjects and real life, and vise-versa. This article also includes a chart explaining the formula and how it can be used to make connections from art to real life.. This article is a good springboard for teachers to create reflective and high-level thinking skills work for students. I chose this article, even if it talks about art as a whole because this article gives good insight on how to describe to my students how art can affect the ways they see life. By using this simple formula, it helps answer questions such as, Why am I in art? Is it even useful? How does art even relate to anything? My unit is designed for 8th graders, and as they are entering high school and continuing to explore and make connections in real life, I hope that if anything this is a skill that my students can take away, not just in art class, but also material that is presented to them in other situations. Sandell, R. (2006, January). Form + theme + context: balancing considerations for meaningful art learning. Art Education,59(1), 33-37.