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Mathematics in Art (EN-CUR-141)

Students calculate the area of geometric and non-geometric shapes in each colour and make their own sketch or painting. The topic fits in the Mathematics curriculum for the sixth grade and can be used for advanced groups as well, involving an activity on Graphics.

This learning scenario has been developed during the English version of the “Europeana in your classroom: building 21st-century competences with digital cultural heritage” online course. The course aimed to improve teachers’ understanding of cultural heritage in order to efficiently integrate it into their lessons and practices. The courses can be accessed here.

Authors: Vesna Škreb Salamunić, Renata Brkanac

Age of students: 12-13 years

Subject and topic: Mathematics, Art, Physics, Geometry

Europeana-DSI-4-learning-scenario-EN-Brkanac,Salamunic Download

7 Responses to "Mathematics in Art (EN-CUR-141)"

annamariagauci says:

September 13, 2019 at 12:00 pm

I like your idea, as I can adapt it for younger students to explore measuring with non-standard units like paper clips, ribbon and cubes. The students can estimate, compare, and discuss their findings while practising measurement vocabulary, through Europeana cultural heritage resources. Congrats and thank for sharing.

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Nathalie Chesse Chesnot says:

September 30, 2019 at 5:20 pm

Thank you for this work. It is important to show that science and art are not opposed to each other, on the contrary. It was only in the 18th century, if I am not mistaken, that in France these two fields of exploration of the world were separated. I’m thinking of Leonardo da Vinci, the golden number but also of L’OULIPO, a literary movement that establishes mathematical rules for creating poems… Here’s a new idea for a course that I’m going to explore!

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ivanabusuttil says:

January 28, 2020 at 8:03 pm

I believe that this lesson can be easily adapted to younger pupils. I teach 9-10-year-olds and they are facintated with both arts and scienced, thus this LS would be really interesting to implement. Thank you for sharing!

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ayrtoncurmi says:

February 3, 2020 at 2:18 pm

This is a very interesting learning scenario. This can be adapted to a wider range of pupils. I really like the fact that you incorporated a cross-curricular approach linking Mathematics, Art, Physics and Geometry while promoting 21st-century skills. Thank you for sharing.

Well done!

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brendanbuttigieg says:

April 16, 2020 at 9:48 am

I liked the fact that you managed to combine Mathematics and Art in a cross curricular way. I believe that the student’s education is enriched and more fun for them. Apart from that it makes them make more sense about their own learning. Actually when the obligatory education will be over they would realize that in most times the subjects that they would have learnt while at school are intertwined and not separated. I think that this learning scenario could also be adapted to online teaching and learning. Well done and thanks for sharing!

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Anonymous says:

March 9, 2021 at 12:26 am

Very nice learning scenario. I have applied this learning scenario in my classroom. I have adjusted it to my students and got very good results. Combining mathematics and art is always very good way to illustrate the connection of mathematics and real life. Students find that interesting and that motivate them.

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José María Díaz Fuentes says:

March 13, 2022 at 12:25 pm

This work is in line with the ideas that I share. I think it is important to show the relationship between mathematics and art, between science and building construction, both in ancient times and in modern times. This is the only way to understand the need to do good studies to gain access, for example, to engineering in the future – also to engineering in history.

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