Math Art - Reflection
While browsing through the Bridges art gallery Dr. Clayton Shonkwiler's piece which we presented really resonated with me and I had a deep affixation towards it. Our group members were tasked to pick two art ideas we could do and because A to Z was so ingrained in my mind I explored ways for us to recreate it. This lead me down an inquiry-based search to explore the mathematical ideas Dr. Shonkwiler presented and me learning (although at a surface level) the topological study of Stiefel manifolds.
My new understanding in this subject was very rewarding and helped me understand some of the Mathematica Code Dr. Shonkwiler posted on his website. This understanding helped me plot the artwork in the program after my groupmates illustrated the way they wanted their block letters be presented.
Surprisingly, where we found the art could be incorporated in the classroom was where we didn't understand the math but where we used our intuition. We understood that to create the art, we had to understand coordinates, geometry, and bijective mappings and of course, those are ideas taught in K-12 classes. Introducing this art in these classrooms presents a great application to these ideas and makes it personalized. I mean, who wouldn't want a piece of math art based on their own name?
Allowing the students to make their block letters is a fun activity and then taking it to the computer and creating the art for them demonstrates your (as a teacher) commitment and genuine compassion to their self expression but also you lend a helping hand. Also, the process of tracing the art onto printer paper was extremely relaxing and meditative, although it was time consuming, and I found it actually increased my focus in this program for the following week. This realization about the power of a "academic break" in an academic setting to refresh my students' minds is enlightening and I hope to encorporate strategies like this in my classroom!
My new understanding in this subject was very rewarding and helped me understand some of the Mathematica Code Dr. Shonkwiler posted on his website. This understanding helped me plot the artwork in the program after my groupmates illustrated the way they wanted their block letters be presented.
Surprisingly, where we found the art could be incorporated in the classroom was where we didn't understand the math but where we used our intuition. We understood that to create the art, we had to understand coordinates, geometry, and bijective mappings and of course, those are ideas taught in K-12 classes. Introducing this art in these classrooms presents a great application to these ideas and makes it personalized. I mean, who wouldn't want a piece of math art based on their own name?
Allowing the students to make their block letters is a fun activity and then taking it to the computer and creating the art for them demonstrates your (as a teacher) commitment and genuine compassion to their self expression but also you lend a helping hand. Also, the process of tracing the art onto printer paper was extremely relaxing and meditative, although it was time consuming, and I found it actually increased my focus in this program for the following week. This realization about the power of a "academic break" in an academic setting to refresh my students' minds is enlightening and I hope to encorporate strategies like this in my classroom!
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