Numerous perspectives have appreciated and explored the benefits of individuals learning the arts and their connection to understanding of our world and how we interact with it. These perspectives range from those of philosophers, scholars, mathematicians, neuroscientists, and educators.
Philosphers and ScholarsUptis (2011) shares that philosophers and scholars argue that “the arts are central to our humanity”. She quotes Ellen Dissanayake who suggests that the “arts play a similar function to language in the development and the survival of the human species” and that they “make otherwise unbearable experiences bearable”. Dissanayake is known nationally and internationally for her provocative claim that humans, both as individuals and societies, biologically require the arts as artistic rituals to shape the social worlds (Uptis, 2011). Uptis also cites philosopher Elliot Eisner who suggests that the arts teach us to tolerate differences, to understand nuances, as well as, to provide ways of expressing thoughts, knowledge, and feelings. He also argues that the intrinsic benefits of engaging students in the arts include developing flexibility in thought and process and that individuals learn that some activities are “self-justifying”.
NeuroscienceAnother exciting area of research which reinforces the use of mathematics and arts education to support learning in both areas is that of neuroscience. Participation in the arts is suggested to play a role in brain development as artistic activities integrate the use of our motor, auditory, and visual systems. They also help to build and maintain brain growth (Sylwester, 1998). Recent research into spatial and proportional reasoning involved in mathematics (Ministry of Education, 2012) also affirms that experience and development in one area (ex. visualizing, scaling up and down, shifting dimensions between 2D and 3D, composing shapes mentally or physically, taking different perspectives) evokes change and growth in another. These two areas clearly support each other in helping learners to make new connections.
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MathematiciansParallel to the arguments that Uptis’ provides about the centrality of the arts to our human experience, many mathematicians have also argued that mathematics are central to humanity as it can be used to understand and guide our understanding of and appreciation for the beauty in the world around us. Numerous explorations into mathematical discoveries such as the Fibonacci sequence, that was introduced by Leonard of Pisa in the book Liber Abaci in1202, and its corollary the Fibonacci spiral illustrates the beauty in mathematics. These two insights have been widely connected to the understanding of the world we live in from natural phenomena such as plant structures to current computer coding algorithms. Another widely accepted concept that illustrates the centrality of mathematics to humanity is found in the golden ratio which has been studied by important mathematical figures from Pythagoras, Plato, and Euclid to modern day with figures such as physicist Roger Penrose (“Golden Ratio”, n.d.). Connections to the golden ratio have been made to architecture, music, geometry, and to the aesthetic form of the human body.
Educators Brain research also suggests that there are three principles to creating optimal learning conditions for individuals’ which can be met through differentiated instruction (Tomilinson and Kalbefleisch, 1998) . Firstly, learning environments must be created such that they are emotionally safe as this creates the brain chemistry which allows for learning. Feeling safe avoids feelings of intimidation or self-protection which increases the production of noradreneline. Secondly, appropriate levels of challenge for individual students is essential as overly stressing learners with too much challenge will overproduce neurotransmitters that can impede learning. Gadanidis (2012) reaffirms the positive power that the integration of mathematics and arts can provide by allowing students to enter tasks at the appropriate level. He acknowledges that tasks which integrate both subjects allow for low floor, high ceiling, and wide wall tasks to be created which can engage a diversity of learners. Finally, teachers should acknowledge that each learner needs to make sense of and connections with information in different ways as every individual’s experience of the world is very different. Creating rich learning experiences can be achieved by “launching curriculum” from key concepts and principles as opposed to focusing on specific or tangential expectations, as well as, by creating activities in which learners are cognitively involved in problem solving and inquiry (Tomlinson, 1998). Thoughtful integration of visual arts and mathematics respects these three principles: creating a safe environment, choosing appropriate tasks, and engaging students in inquiry. By integrating these two subject areas creates synergy and helps to break down the artificial boundaries that most often unfortunately exists between subject areas.
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Resources
Gadanidis, G. (2012). Why can't I be a mathematician? For the Learning of Mathematics, 32(2), 20–26.
Ontario Ministry of Education. (2009). The Ontario curriculum grades 1-8: the arts. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1-8: mathematics. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Sylwester, R. (1998). Art for the brain’s sake. Educational Leadership, 56(3), 31–35.
Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52–55.
Upitis, R. (2011). Engaging students through the arts. What Works? Research Into Practice, (33), 1–4.
Wikipedia. (n.d). Golden Ratio. Retrieved from https://en.wikipedia.org/wiki/Golden_ratio
Ontario Ministry of Education. (2009). The Ontario curriculum grades 1-8: the arts. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1-8: mathematics. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Sylwester, R. (1998). Art for the brain’s sake. Educational Leadership, 56(3), 31–35.
Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52–55.
Upitis, R. (2011). Engaging students through the arts. What Works? Research Into Practice, (33), 1–4.
Wikipedia. (n.d). Golden Ratio. Retrieved from https://en.wikipedia.org/wiki/Golden_ratio
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