ART
or MATH??
A WebQuest for Middle School (Math)
Designed by
Gail Dziorny
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Introduction
Many of our subject areas overlap. We have to “read” in every class, we measure and make graphs in science class and we write opinions and essays in social studies. Today we are going to look at Math and Art. How are they related and do they overlap? Can a famous artist also be a mathematician? On the other hand, can a mathematician be an artist?
The Task
Your group of four students will work together on the
following ideas. Your assignment is to read about the life
and works of the Dutch artist M.C. Escher. You will try to decide if he was
indeed an artist or a mathematician, and develop reasons both pro and con. You
will explain your reasons using information you gather from various web sites.
As a group, you will be ready to debate with the class. Each member of the
group will also create their own tessellation or Escher like drawing after
viewing Escher’s works.
The
Process
1. Two of the students in the group will gather information assuming that M.C.Escher is an artist. They will each make a list of pros for this position.
- Two of the students
will gather information assuming that M.C. Escher is a mathematician. They
will make a list of pros for this position.
Use the following web sites to gather
this information:
http://www.nga.gov/collection/gallery/ggescher/ggescher-main1.html
http://users.erols.com/ziring/escher_bio.htm
http://library.thinkquest.org/11750/?tqskip1=1&tqtime=0329
- Now you will create
your own Escher like drawing. There are many supplies in the classroom
that you might need such as white and colored paper, scissors, cardboard,
colored pencils, glue and rulers. Look at some of Escher’s drawings and
make your own.
http://mathforum.org/sum95/suzanne/tess.intro.html http://library.thinkquest.org/11750/eschpage/MathClass1.html
http://www.geocities.com/mcescher76/inicio.htm
http://mathworld.wolfram.com/EschersSolid.html
4. After the drawings are complete, all
the artist students will meet and all the mathematician students will meet.
They will establish a list of the best arguments and be ready to debate.
Evaluation
You will be evaluated on several items. Your list of pros
for your side of the argument will be collected. Your drawing will be turned in
and I will watch and observe as you take part in the group discussion. Each
student will be asked to debate on one point.
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Beginning 1 |
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Accomplished 3 |
Exemplary 4 |
Score |
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The Pros of your position as either an artist or
mathematician |
Description is weak and
contains only one argument. Poor sentence structure |
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Description contains at least three
arguments, is well written |
Description contains at
least three solid, persuasive arguments and is well written using correct
spelling and grammar |
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Your
own Escher like creation
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A modest attempt to
create a picture. Did not use the resources |
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A creation using the tools available.
Black and white or color but neatly done. Demonstrates knowledge of Escher’s
work. |
A recreation of an Escher
work paying close attention to detail. Neat, accurate, and visually appealing |
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Group Debate |
Lack of interest and non
participatory. No motivation |
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Enthusiastic and
contributing to the discussion. |
Enthusiastic, lots of
contributions and willing to help others. |
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Conclusion
This project gave you the
opportunity to explore a part of math that different from our day to day
routine. You had the chance to reason, communicate and debate your position
about M.C.Escher. It also gave you the opportunity to create using several
mathematical ideas involving rotation, symmetry and translation. Combining two careers and doing two things
you like to do is not impossible. As many of Escher drawings show, things aren’t
always as them seem, so keep your eyes open for all the possibilities.
Last updated on August
15, 1999. Based on a template from The WebQuest Page