I probably don’t need to discuss the importance of art integration into core curriculum subjects. As long as you understand this includes ALL core subjects. In my mind, Art IS a core subject, but it is one of a unique kind that blends well with all of the other subject areas. Some examples of math in art are tessellations or patterns used in a piece, anamorphic art where the artist uses illusions to create their work, and geometry when shapes such as rectangles or cones are used to create a piece. 

 

Mathematics is a natural segue into art, and vice versa. From way back when Issac Newton was looking at prisms, he developed a theory of color based on a color wheel. Newton had split white light into a spectrum by means of a prism and then wrapped the resulting spectrum around itself to create the color wheel. The mere layout of the color wheel is math, not to mention ratios of color when the hue mixing begins. Fibonacci was another historical scientist who developed the Fibonacci number system that relates to so many things including items in nature. The 

 

Fibonacci sequence shows up in many places, in mathematics and, remarkably, in nature. The Fibonacci sequence can describe branches on a tree, sequences in music, the number of petals on a flower, Pascal’s triangle, paintings, structural design, human anatomy, the shape of a spiral, and more. Many great artists consciously use math in the process of making a sculpture or painting. Mathematical understanding is often required to create art, especially in the case of sculptures where balance or symmetry is necessary to create the desired effect, or in a painting where correct perspective is needed. 

 

Then there is the consideration of composition – full of math concepts. Math to art, or art to math, an interchange that is natural as the sunrise. Important how? Because it teaches in multiple modalities as does any teaching of core concepts integrated with the arts.

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