Outline of Final Project 551

 EDCP 551 - 2024

Name: Shahrzad & Stelios                                                                   Work: Partner work 

Crafts in Multiple Worlds: An Inquiry-based Project Through Integrating Visual Art, Technology, Career Education, and Mathematics

Grade Level: Grade 6-9

Age: 11-14

School District: Vancouver

Outline:

• Shapes

• Colors

• Patterns

• Area, Perimeter, and Volume

• Angles

• Sewing/Glueing

• Creating a 3D model through Minecraft (Online Platform)

• Creativity building and thinking through hands-on activities

Materials:

• Laptop (with Minecraft)

• Felt of different colors (cold and warm colors)

• Scissors

• Thread and needle

• Fabric Glue

• Ruler

This inquiry-based project offers students a creative journey in designing and crafting their personalized handbags. Leveraging an online platform like Minecraft, participants will explore various shapes, patterns, and colors to conceptualize their ideal handbag. The platform provides a unique fusion of technology, art, and design, enabling students to visualize and calculate the 3D model's area, perimeter, and volume. This integration of mathematical concepts not only enhances their computational skills but also introduces the convenience of technology in artistic endeavors.

The process encourages trial and error, allowing students to refine their designs seamlessly. After the virtual design phase, students transition to the tangible realm by deciding on the construction method for assembling cut felts. They can opt for fabric glue or sewing, offering a choice that further engages their decision-making and creative problem-solving skills. This hands-on experience not only nurtures artistic expression but also introduces practical considerations in material selection and construction techniques. The project embodies a holistic approach, seamlessly blending technology, mathematics, and craftsmanship to foster a well-rounded learning experience for students venturing into the realms of art and design.

Reference & Bibliography:

Arias-Alfonso, A. E. & Franco, C. A. (2021). The creative act in the dialogue between art and 

mathematics. Mathematics, 9(13), 1517. https://doi.org/10.3390/math9131517

Conducted in 2018-2019, this study engaged 10th- and 11th-grade students from Jose Maria Obando High School, Colombia, introducing "art as a method" to bridge art and mathematics. The methodology, rooted in mathematical theories like pendulum motion and solar energy, facilitated exploration and creativity. The study aimed to broaden perspectives, moving beyond a purely rational approach to understanding reality.

Leikin, R., Pitta-Pantazi, D. Creativity and mathematics education: the state of the art. ZDM 

Mathematics Education 45, 159–166 (2013). https://doi.org/10.1007/s11858-012-0459-1

The article explores the intersection of creativity and mathematics education, emphasizing the evolving definitions and approaches to studying creativity in this context. It also investigates the correlation between mathematical ability and creativity, cognitive styles' influence, and personality traits of creative individuals.

Nutov, Liora. (2021). Integrating visual arts into the mathematics curriculum: The case of 

pre-service teachers. Teaching and Teacher Education. 97. 103218. 

10.1016/j.tate.2020.103218. 

The study involved 127 pre-service teachers and emphasized the importance of treating art and mathematics as equal partners in the learning environment. It found a positive correlation between engaging in art and mathematical achievement, with students creating original artwork scoring higher. The results suggest that active engagement in creating original artwork contributes significantly to mathematical achievement.

Pahmi, S., Priatna, N., Dahmal, J. A., & Muchyadin, A. (2022). Implementation the 

project-based learning using the context of Batik art in elementary mathematics 

learning. Journal Elemen, 8(2), 373-390. https://doi.org/10.29408/jel.v8i2.4790

This study integrates batik art into elementary mathematics, emphasizing cultural values. With project-based learning, it involves 41 grade 6 students across two schools, showcasing improved outcomes, reduced anxiety, and innovative solutions. The findings offer insights for educators on merging art and culture into mathematics lessons, supporting STEAM-based learning.

Rustad, Mikkel & Andersen, Renate. (2022). Using Minecraft as an educational tool for 

supporting collaboration as a 21st century skill. Computers and Education Open. 3. 100094. 10.1016/j.caeo.2022.100094. 

This study developed and tested a learning design using Minecraft as an educational tool in math classes in higher education over a 2-year period. Findings of the study: 1) suggested that using Minecraft for learning a subject-specific skill triggered collaborative learning processes, 2) facilitated the development of 21st century skills in math classes.

Schoevers, E. M., Leseman, P. P. M., & Kroesbergen, E. H. (2020).  Enriching mathematics 

education with visual arts: Effects on elementary school students’ ability in geometry 

and visual arts. International Journal of Science and Mathematics Education, 18, 1613-1634. https://doi.org/10.1007/s10763-019-10018-z

This study assesses the impact of the Mathematics, Arts, and Creativity in Education (MACE) program on upper-grade elementary students' geometry and visual arts abilities. The quasi-experimental research involved three teacher groups and demonstrated that MACE participants exhibited greater improvement in perceiving geometrical aspects in visual artwork compared to those receiving traditional geometry lessons. Despite comparable effectiveness in understanding and explaining geometric phenomena, the MACE program proved as effective as the traditional approach.