Implementation of “Mondrian and Math lessons” (SoI-MK-601)
Author: Nela Slezenkova Nikovska/primary teacher
School/Organization: PS Sveti Kiril I Metodij – Centar
Introduction
The story of implementing activities is realized in the schoolyard and in the classroom with 5th grade students from St. Cyril and Methodius Primary School, Center, as part of extracurricular activities. Students will explore and learn about the everyday application of the 2D rectangle shape and its application to everyday life through the concepts of mathematical geometry and the art of the famous painter Mondrian. Students will advance the concepts of geometry, measuring length, calculating the perimeter and slope of a 2D shape, drawing a rectangle and square on a ground, field measurements of area and tracing them, calculating the area of rectangles.
The focus of these activities was experiential learning, to deepen their knowledge of the everyday use of the 2D rectangle shape through practical performances (spatial geometry and measurement with standard measures through the composition of the painter Mondrian). Evaluate the effectiveness of different approaches to problem solving and improve problem-solving procedures, collaborate with others in a group to achieve common goals, share their own views and needs with others, and consider the views and needs of others. To express their creativity and ideas over the pictorial elements and
principles, linking them to mathematics. As a teacher working in a classroom inspired by Mondrian’s story and the lesson, I decided to use it as a resource in my work with students who were actively involved in the realization.
Stages of implementation
First Activity: Introduction – The Meaning of Forms in the Everyday Life
Students from previous grades already have pre-knowledge of 2D shapes, now we are repeating and deepening their knowledge through warm-up activity. They go out into the schoolyard to do microscopic perception to spot 2D shapes in the environment. Their notes are noted in a worksheet prepared by the teacher. After the completed activity, the data are read, written, and processed, and the results are compared.
Here is a discussion of the results:
- Which 2D figure was the most common in everyday life?
- Which 2D figure was the least represented?
- Why is this 2D figure most used in everyday life?
- What do you think is the significance of forms in art? How and how do artists express themselves?
- What are the sides and angles of what lines is it? What is the most common color in this 2D form?
- Why did the man choose to use this 2D form in his daily life?
Through this activity, students advanced and developed skills in observing and noticing shapes in the environment, collaborating and teamwork, and learning from each other, increasing visual perception
and the importance of geometry in people’s daily lives.
Activity 2: Complete the composition with squares and rectangles with primary colors
The students were divided into groups and had to complete the initial composition with rectangles and squares made of paper in the three primary colors to calculate the perimeter and area to complete the puzzle and finally create an artistic composition. It will be an introduction to introduce students to the meaning, works and life of the famous painter Pierre Mondrian.
I introduce students to the life and work of Pierre Mondrian through a short video and presentation. https://www.youtube.com/watch?v=k_t8eAca9CU&ab_channel=ComicKidsInc
We discuss the life and work of the famous painter Mondrian.
What did you notice in Mondrian’s work, how would you relate it to mathematics? Why are those colors used to create an artistic composition? How do we understand Mondrian’s style and work? What geometric shapes are observed? Why would you link them and how would you relate them to mathematics? Can math help us make our own Mondrian field game in the schoolyard? How?
With the students, we repeat what we have already learned, calculating the perimeter and area of a rectangle and square.
Students were assigned a group work in which they were given a drawn grid of rectangles and squares; they had to create it according to directions and instructions from the teacher through steps of algorithms to eventually obtain a composition like Mondrian’s. Each group received materials to work sheets in three colors (red, yellow, and blue), a linear, a grid of rectangles and squares, instruction in steps, glue, and scissors. Students measured the perimeter and area of the rectangles and squares of the grid, then drew and cut out shapes on the sheets in color and glued the prepared shapes according to
the instructions given to form an artistic composition. After completing the group work, they presented their work to the class, and a discussion was held with reflective questions. What was positive about this activity, and what was negative? What was interesting?
Activity 3: Making a sketch for a field game with Mondrian elements of his work.
The focus of this activity was the promotion of communication skills, collaboration, planning and visual organization skills on the ground, creativity.
Students have a discussion, recall, and review the technical education knowledge from last school year about sketching. How and how does an idea turn into a drawing? Students are tasked with drawing up a creative sketch of Mondrian’s work to relate mathematical concepts and principles to art. To deepen and advance knowledge of length measures, spatial planning, and a sense of shape and color. Students are divided into groups, given work materials, given work instructions, and constantly encouraged and encouraged in the process of sketching by the groups.
In each of the groups, everyone must propose an idea of how they imagine the field game, go out on a field in the schoolyard to choose the field where it will be prepared, agree on an idea in the group. They presented their work to their class. The students were given instructions for preparation. Use rectangles and primary colors in Mondrian’s style. Come up with rules, how players should move, where to start and where to end the game, meaning or task in one of the fields.
Each group was given a score sheet for group work, to evaluate themselves for their creativity, originality, teamwork, collaboration, and creating ideas and game rules.
Activity Four: Fieldwork in the Schoolyard
After making the sketch, the next activity the students enjoyed and worked on making field games in the schoolyard. With this activity, students develop spatial reasoning by setting lines and forming shapes on the ground, measuring shapes and lines with a linear, students practicing accuracy in setting lines, evenly distributing colors, and obeying commonly agreed upon rules.
The students agreed on the rules of group work and divided the work tasks for the realization of the sketch in the field, measured with rulers and drew and painted with colored chalk. In this activity, their mathematical knowledge of drawing geometric shapes and working and using a ruler and manipulating length measures was assessed. Everyone worked together on their task. Once the field game was set up, each team played its own game, and the other groups played it.
Each group was asked to answer questions to reflect on their work.
What was the most fun for you?
Which part was the hardest?
How did you work as a team?
Outcomes
Expected results for students
Students will be able to:
- Develop micro-perception of 2D shapes in the environment
- Read, collect, and process data
- Learn about the life and work of the famous painter Pete Mordian
- Measure with standard length measurements and use measuring instruments (liner and wooden subway)
- Develop communication skills, group collaboration, teamwork
- Agree and come up with a creative solution for designing a field game
- Learn through play and movement, strengthening self-esteem by participating in the creation of artwork, improving motor skills and concentration.
What I as an educator gained by using the resources
Europeana’s resources have been of great importance to my work with students, I have enriched my experience and improved my professionalism, I have brought new perspectives on different integrated methods and cross-curricular integration, and examples of activities I have implemented with students. I have enriched my knowledge and experience with ideas and examples of good practice, learning from other teachers across Europe. Fostering creativity and logical thinking, developing skills to lead an exploratory learning process, creating a positive, motivating classroom, identifying strengths and areas for development in students.
Annex 1: Teaching material and resources for video material and presentation about the life and work of Piet Mondrian
https://www.youtube.com/watch?v=k_t8eAca9CU&ab_channel=ComicKidsInc
https://www.canva.com/design/DAGkiicyN-o/Uw-06-y-NtWCjHcOkOAkQ/edit?utm_content=DAGkiicyNo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Annex 2: Tables that can be used about organizing data for 2D Shapes
Annex 3: Network construction instructions
Annex 4: Checklist for Assessing Teamwork
Link to the learning scenario implemented: Mondrian and Math lessons (LS-RS-344) – Teaching With Europeana
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PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Albertina.