Running Header: GRANT PROPOSAL: MATH AND ART

Grant Proposal: Math and Art

Annalise Misbach
Arizona State University

GRANT PROPOSAL: MATH AND ART

Abstract
New School for the Arts and Academics is a charter school in which the
students have a passion for art and little interest in mathematics. This
grant proposal describes a project for high school math classes that
will incorporate both math and art. The project will help students
understand the principles they learn in class, and see how those
principles can be applied to what they already know and love. Finally,
this grant proposal requests funding for supplies to carry out the
project.

GRANT PROPOSAL: MATH AND ART

School Environment Narrative

New School for the Arts and Academics (NSAA) is a small charter
school located in Tempe, Arizona. The school is made up of grades 6
through 12, with 187 current high school students. Of those, 86% are
Caucasian, and 71% are female. Approximately 60% of the students
live in Tempe and Mesa, but since NSAA is a charter school, there are
no district boundaries, so its students come from 22 different zip codes
in Arizona. This means that although the school is located in the
lowest income zip code in Arizona, where 76% of the population has an
adjusted gross income of under $25,000, this is not representative of
the student body. Since NSAA is not a Title I school, it does not have
access to definite information on average household income for its
students. However, an estimated 80% of its students come from
middle class households, with 10% above, and 10% below (K.
Cardenas, personal communication, February 1, 2016).
NSAA is an equally artistic and academic school, which offers
nearly 30 different art programs for visual, literary, and performing
arts, and standard college preparation requirements for core academic
areas and foreign language requirements. 10% of its graduates qualify
for state presidential scholarships, and the school and its students
have received national awards in musical theater and state awards for
art competitions through the Department of Education, and are part of
the International Thespian Society, Junior Statesmen of America, and

GRANT PROPOSAL: MATH AND ART

North Central Accreditation. In addition, for the 2014 AIMS tests, NSAA
scored higher than the state goal in Reading, Mathematics, Writing,
and Science (K. Cardenas, personal communication, February 1, 2016).
I am a high school mathematics teacher at NSAA, teaching three
Algebra 2 classes and three Trigonometry and Pre-Calculus classes.
The class size for the Trig/Pre-Calculus classes ranges from 7 to 17, and
my Algebra 2 classes have between 20 and 28 students, and most of
my students are in grades 10-12. NSAA has a block schedule, allowing
class periods to be 80 minutes long. In my classroom, students have
access to small and large whiteboards for individual and group use, a
copy machine and printer for assignments, and 16 graphing calculators
to borrow, although they are encouraged to purchase their own.
Throughout the school, students also have access to the following
technology:

12 Apple TVs
8 mini iPads
LED projectors
3 laptop carts, with 40 laptops in total
8 professional commercial grade computers for digital art

programs
Large-scale printers
Theater technology (lights, audio, etc.)
Wireless Internet access

Although this technology is available and in good working condition, it

is not often used in the math classrooms. As a teacher, I would like to

GRANT PROPOSAL: MATH AND ART

maximize my resources and use what is available to enhance my

students learning experience, both academically and artistically.
New School for the Arts and Academics is as much an art school
as it is an academic school, and yet there seems to be a sharp
distinction between the art classes and the core classes. Particularly in
the math content area, art and creativity are quite disjoint from the
mathematical learning and curriculum. For a school where each and
every student has an interest in some kind of visual, literary, or
performing art form, art should be more fully integrated into the core
subjects. In order to create a more relatable and engaging classroom
environment and support the academic learning of art-focused
students, NSAA needs the resources to be able to incorporate art and
creativity into the math classrooms.

Introduction
The students who attend NSAA chose this school because of its
emphasis on the arts, and most of them have little to no interest in
mathematics. I would like to use their love of art to make
mathematical concepts meaningful and relevant to them. In this
project, the Trig/Pre-Calculus students will create a work of art using
the mathematical principles and functions they have studied in class.
They will use the technology available at the school to examine wellknown works of art and analyze the mathematical elements used in

GRANT PROPOSAL: MATH AND ART

their creation. Then they will apply what they know of trigonometry
and pre-calculus to develop their own art, and display their final
products in an art walk for NSAAs middle school students.
Student artwork can be found nearly everywhere in and around
the school. The students love to display the projects and art they have
worked hard to create. Developing and sharing their talents is, after all,
why each of them chose to attend NSAA. If students were able to
combine their artistic abilities with their mathematical knowledge in a
way that would allow them to develop and display new talents, they
would be much more engaged and interested in the things they learn
in the math classroom. With the resources and materials needed to
create a work of art, students could apply what they have learned
about angles, functions, and mathematical relationships to what they
already know about art and creativity to make something beautiful. Not
only would they be able to see their talents displayed, they would be
able to see how math can be useful and applicable to what they love,
which would be an invaluable lesson and motivate continued learning.
This project will involve research, writing, self- and peer-critiques,
artistic innovation, and develop presentation skills through a projectbased learning design. It will directly impact about 40 11th and 12th
grade students and nearly 100 middle school students this year alone,
and has the potential to impact about 450 students over the next three

GRANT PROPOSAL: MATH AND ART

years, inspiring them to think creatively in core subject areas, and

exciting interest in a subject that might not otherwise interest them.

Applicant Bio
Annalise Misbach has been teaching at New School for the Arts
and Academics for 4 years, and for 9 years in total. She earned her
Bachelors degree from Arizona State University in Secondary
Education (Mathematics) in 2007. Annalise loves mathematics, and
intended to go into the field until she realized that helping others
understand and love mathematics was much more satisfying and
meaningful than solving problems on her own. She decided to become
a teacher in order to do that. She has a passion for learning, and
strives to find creative ways to help her students develop the same.
Project Narrative
Need for the project
The students at New School for the Arts and Academics are
primarily art students, and typically have difficulty seeing the need to
learn mathematics. On multiple occasions, I have had conversations
with my students discussing why it matters for them to take math in
school, when they dont see themselves using it in the future. I believe
that if more students felt that math was relevant to their lives and had
a real-world application that they could appreciate, they would be more
engaged during class and in their learning. This project will help them

GRANT PROPOSAL: MATH AND ART

develop an interest in math by helping them see how math and art can
be integrated with each other, making math a part of what they
already love.
Project impact
This project will provide opportunities not only for my students to
find a connection between mathematics and the art that they love, but
also for them to share their art with others in the community by
showing their work to the younger students in the NSAA middle school.
This will give my students an opportunity to share their own work as
they explain to the younger students how they used math to develop
their art. It will also help younger students become excited and
interested in math and understand that it is more than just numbers
when they see the final products of the older high school students.
I also think this will help me as a teacher to become more
relatable to my students and get to know them and their interests
better individually. I will be able to see the development of each
students project and how they express themselves creatively, which
will help me understand the uniqueness of each student. At the same
time, I will learn more about what is important to them, and grow in my
own professional development.
Learning goals and outcomes
Students will use research and technology skills to find and
analyze well-known works of art for mathematical elements. They will

GRANT PROPOSAL: MATH AND ART

use what they discover in their exploration to create a work of art that
reflects their personal interests, incorporates what they have learned
about geometry and trigonometric functions, and answers questions
such as the following:

What does math actually look like?

How do the concepts Ive learned in class relate to each other

and to me?
In what ways can math be used outside the classroom?
How is math relevant to what I enjoy?
How might math help me become a better artist?
Students will gain an in-depth understanding of geometry,

trigonometry, and pre-calculus by visualizing the principles and using

mathematical relationships to express themselves through a work of
art. Students will use problem-solving skills as they think creatively
about how to apply mathematical concepts to enhance their artwork.
Students will also develop their teamwork and social skills as they
provide constructive feedback for their peers.
Arizonas College and Career Ready Standards covered
include:

HS.G-MG.A.1. Use geometric shapes, their measures, and their

properties to describe objects.

HS.F-IF.C.7. Graph functions expressed symbolically and show

key features of the graph, by hand in simple cases and using
technology for more complicated cases.

GRANT PROPOSAL: MATH AND ART

10

HS.F-TF.A.4. Use the units circle to explain symmetry (odd and

even) and periodicity of trigonometric functions.

HS.F-TF.B.5. Choose trigonometric functions to model periodic

phenomena with specified amplitude, frequency, and midline.

HS.G-CO.A.2. Represent transformations in the plane using, e.g.,

transparencies and geometry software; describe transformations
as functions that take points in the plane as inputs and give
other points as outputs. Compare transformations that preserve
distance and angle to those that do not (e.g., translation versus
horizontal stretch).

HS.G-CO.A.5. Given a geometric figure and a rotation, reflection,

or translation, draw the transformed figure using, e.g., graph
paper, tracing paper, or geometry software. Specify a sequence
of transformations that will carry a given figure onto another.

HS.G-CO.D.12. Make formal geometric constructions with a

variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software,
etc.).

HS.G-C.A.2. Identify and describe relationships among inscribed

angles, radii, and chords.

GRANT PROPOSAL: MATH AND ART

11

ISTE standards covered include:

1. Creativity and innovation
a. Apply existing knowledge to generate new ideas, products, or
processes.
b. Create original works as a means of personal or group
expression.
2. Communication and collaboration
d. Contribute to project teams to produce original works or solve
problems.
3. Research and information
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use

information from a variety of sources and media.

4. Critical thinking, problem solving, and decision-making

b. Plan and manage activities to develop a solution or complete a
project.
5. Digital citizenship
b. Exhibit a positive attitude toward using technology that
supports

collaboration, learning, and productivity.

Activities
The students will brainstorm for their project in groups of similar
artistic focuses. This helps ensure that their project is something that
interests them, and gives them the chance to think creatively.

GRANT PROPOSAL: MATH AND ART

12

They will use the schools iPads or laptops in class to find

examples of their chosen art genre and find mathematical influences
or elements within those examples. This gives them practice in finding
the relationship between math and art, and my feedback on this
activity will give them a better idea of the sorts of things they need to
incorporate into their own artwork.
Students will review the math topics covered in class, decide
what topics would be best applied to their specific project, and work
out problems in that topic that apply to their project.
At least once, students will share their work in progress with their
peers in groups, to give and receive feedback, discussing both
mathematical and artistic elements of each others work. This gives
them more responsibility and allows them to develop themselves as
students, team members, and artists.
Students will present their finished projects to the class, and
explain how they created art using math. Finally, students will
participate in an art walk, in which they will display their final products
and explain their work to middle school students.
Assessment
Throughout the project, students will be evaluated through
formative assessments. The development of their project will be
assessed based on written responses from each activity, which will
include:

GRANT PROPOSAL: MATH AND ART

13

A written paragraph on their project idea and how it connects to

their learning
A list of at least 5 mathematical concepts involved in the
students project and examples of problems for each concept,

showing all work.

A self-reflection based on feedback from peers, with at least 3
ideas for improvement mathematically, and 3 ideas for

improvement artistically.
A complete written description of the project, including
descriptions of the art, the math, and how both interact.
The students final products will be evaluated using rubrics

specific to the students chosen art genre. The students will help
create these rubrics using http://rubistar.4teachers.org/. The rubrics
will focus on design/composition, creativity, mathematical planning,
and explanation.
Sustaining the Project After the Proposal Period
The project will be continued after the first year, for at least 4
years, to allow those students who were in middle school during the
first year of the project a chance to create art using math the way they
saw their older peers do. Those students will also be primarily art
students, and giving them this project to look forward to in their higher
level math classes will help them maintain a motivation for and
interest in math.
Innovation

GRANT PROPOSAL: MATH AND ART

14

This is a very unique project that most math students would

never get to experience, but which will be invaluable to the students at
New School for the Arts and Academics. It will allow students to use
mathematics to express themselves creatively, through a medium that
they have a passion for, and help them see the usefulness of what they
have learned and how it applies to them. It will also inspire younger
students, and get them interested in continuing their education in
math.

Budget Table and Narrative

Product
Aa Economy Super
Value Canvas 5
Pack 16X20
by Art Alternatives
Art Owl Studio 36
Paint Brushes for
Painting Acrylic, Oil,
Watercolor with Art
Supplies Carry
Pouch
by Art Owl Studio
18 Piece Acrylic
Paint Set. Voted #1
Best Paint Supplies
- Professional Artist
Quality Painting Set
with the Highest
Pigment Loads!
Perfect Gift or Art
Supplies Kit for
Artists, Adults, Kids
by Elements Paints
Canon Powershot
SX400 IS 16.0 MP
Digital Camera
Bundle with NB-11L
Battery & AC/DC

Number

Individual

Total Cost

Cost
$25.09

$75.27

$35.43

$106.29

$24.97

$124.85

$199.95

$399.90

GRANT PROPOSAL: MATH AND ART

Battery Charger,
9pc Bundle 32GB
Accessory Kit and
HeroFiber Cleaning
Cloth
Sony HD Video
Recording
HDRCX405 HDRCX405/B
Handycam
Camcorder (Black)
+ Sony 32GB
microSDHC/SDXC
High speed
Memory Card +
Camera Bag +
Replacement NPBX1 Battery and
Charger +
Accessory Bundle
4 Year Camera
Accident Protection
Plan

Subtotal:
$974.30

15

$228.00

$228.00

$39.99

$39.99

Shipping &
handling:
$28.81

Promotions
applied:
-$10.63, $24.97

Grand total
(including
tax):
$967.51

This budget includes supplies for students who choose to do

painting, digital photography, or dance for their project, all of which
can be found on Amazon.com. The students who choose painting will
be provided with canvases, paintbrushes, and a set of acrylic paints.
For students interested in photography, two digital cameras will be
provided, with batteries, chargers, tripods, external flashes, cleaning
cloths, and other accessories. Some students may choose to do a
dance project, so a video recording camcorder will be needed to record
their performance. This comes with a memory card, bag, battery and

GRANT PROPOSAL: MATH AND ART

16

charger, and accessories. Since fewer students are expected to

choose this option rather than painting or photography, only one
camcorder will be purchased, so the optional accident protection plan
will be purchased along with it. Students may choose art genres other
than these three, but must provide their own supplies.

GRANT PROPOSAL: MATH AND ART

17

Appendix
A) New School for the Arts and Academics 2014 AIMS Scores,
compared to the goals for Arizona (K. Cardenas, personal
communication, February 1, 2016):

B) Example inquiry based lesson plan for the beginning stage of the
project, in which students explore the relationship between math and
art in well-known works, and then develop ideas to relate math and art
in their own projects:
Inquiry Based Lesson Plan
Teachers: Annalise Misbach

Subject: Trigonometry

Standard:
HS.G-MG.A.1. Use geometric shapes, their measures, and their properties to describe objects.
Objective (Explicit):
Students will be able to describe the relationship between math and art in works of art from different
genres, and in their own project ideas.
Evidence of Mastery (Measurable): Students will compose a written paragraph describing their project idea
and how it connects to the math topics they have studied. The paragraph will be graded on a rubric focusing
on a description of the relationship between math and art in the students project ideas, which will require at
least 3 examples of math used and how each example relates to the art.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will examine works of art from different genres.
Students will identify mathematical elements within the art they examine and describe how the math

GRANT PROPOSAL: MATH AND ART

18

Elaborate

Explain

Explore

contributes to the art.

Students will discuss their project ideas with peers and identify how math can be incorporated and
enhance their art.
Key vocabulary:
Materials/Technology Resources to be used:
Trigonometric functions and identities
iPads or laptops on which to view art
Area, volume
Paper and writing utensils
Engage (Make content and learning relevant to real life and connect to student interest)
Teacher will show several well-known pieces of art from multiple genres, which the students will recognize
since they attend an art school, and the class will all share insights on the art.
Teacher Will: Write students insights on the
Student Will: Provide insights into the works of
pieces of art on the board, creating a list. After
art presented by the teacher. After pointing out
several comments from students, teacher will
specific aspects of the art, students will discuss
guide the students to look for math integrated
in groups how math plays a part in each of those
into the aspects of the art on which the students aspects.
commented.
Co-Teaching Strategy/Differentiation: Time will be given between discussing artistic and
mathematical aspects of the art, during which time students can write their thoughts. This will
allow students who might not understand the concept to get help from the teacher, who can direct
them towards original ideas.
Teacher Will: Provide examples, using the
Student Will: Observe the relationship between
previously used well-known pieces of art, of
math and art in the examples provided by the
how math affected and enhanced the artistic
teacher, and provide their own new insights. On
elements of the work. Teacher will then provide their own, using the iPads or laptops, students
new examples of a work of art, and have
will find another work of art, identify the
students identify the relationship between math relationship between math and art in the work
and the art in the piece they choose.
of art, and then explain the relationships they
found in pairs.
Co-Teaching Strategy/Differentiation: Visual works of art will be provided for students with
deafness or hearing loss. Musical works will be provided for students with vision loss. Other
students will be able to choose a piece of art in their chose genre.
Teacher Will: Walk among the students groups Student Will: Discuss their project ideas in
and listen to project ideas and the students
small groups, and help each other identify how
discussions, asking questions and commenting
math can be incorporated into and enhance the
when appropriate to encourage further
art in their project ideas.
discussion and new ideas.
Co-Teaching Strategy/Differentiation: For students struggling with ideas, teacher will guide groups
to think creatively and help them develop each others ideas.

Evaluate: Each student will provide three different examples of mathematical principles that can enhance the
artistic element of different art genres.
C) Sample rubric to assess a final project:
Category

Score

GRANT PROPOSAL: MATH AND ART

Design/Compositi Student
clearly and
on

Student
designed
the project
to
incorporat
e both art
and
mathemati
cs.

Creativity

Student has
combined the
mathematics
studied and
their chosen
art genre in a
way that is
totally his/her
own. The
students
personality/voi
ce comes
through.

Planning and
Explanation

Student can
describe in
detail how
he/she used
mathematics
to design their
artistic project,
and can
explain the
relationship
between math
and art in the
final product.

Student
has
combined
the
mathemati
cs studied
and their
chosen art
genre and
has used
examples
as a
starting
place. The
students
personality
comes
through in
parts of
the
project.
Student
can
somewhat
describe
how
he/she
used
mathemati
cs to
design
their
artistic
project,

skillfully
designed the
project to
incorporate
both art and
mathematics,
and the math
and art work
well together
aesthetically.

19
Student
attempted
to design
the project
to
incorporat
e both art
and
mathemati
cs, but the
math and
art do not
work well
together
aesthetical
ly, or
either
math or
art is not
well
developed.
Student
has copied
some art
from the
examples.
There is
little
evidence
of
creativity,
but the
student
has done
the
assignmen
t.

The
student
does not
appear to
have
incorporate
d both art
and
mathemati
cs in the
design of
the project.

Student
can
describe
how
he/she
used
mathemati
cs in the
design, but
finds it
difficult to
describe
the

Student
has
thought
very little
about the
mathemati
cal design
of the
project. Is
present but
is not
invested in
the

Student
has not
made
much
attempt to
meet the
creative
requiremen
ts of the
assignmen
t.

GRANT PROPOSAL: MATH AND ART

Very focused
and goaloriented.

and
vaguely
explains
the
relationshi
p between
math and
art in the
final
product.
Focused
with some
planning.

20
relationshi
p between
math and
art in the
final
product.
Has set a
goal but
lets things
evolve in
somewhat
random
manner.

product.

GRANT PROPOSAL: MATH AND ART

21

Works Cited
Internal Revenue Service (27 Aug. 2015). SOI Tax Stats - Individual
Income Tax

Statistics - 2013 ZIP Code Data (SOI) [Data file].

Retrieved from https://www.irs.gov/uac/SOI-Tax-Stats-Individual-IncomeTax-Statistics-2013-ZIP-Code-Data-(SOI)