GETTING CREATIVE
WITH MATH & GRAPHIC DESIGN
Presented by:
Linda Lyons, Colorado State University
Brain-Compatible Learning
Approaches
multimodal
problem solving
’patterning’
novelty
emotional
connects ideas
Role of Arts
engaging
cuing
stimulus
contextual
attention training
Integrated
Curriculum
* Math, Science
* Music, Visual
Art, CTE
Uses multiple entry
points, aka ‘windows
into the room’
(Gardner, 1996)
21st Century Skills & Competencies
1. Inquiry: promote deeper thinking,
reflection, and refined understanding of
concepts;
2. Relevance and Application: realworld, contextual examples;
3. Social and Personal: collaboration,
interactive communication, teaming.
Meeting Content Standards
Concepts that Crossover
Observation: Looking Closely, Seeing Deeply
Graphic Arts/
Science
•
•
•
•
•
Inquiry
Genetics
Atomic structures
Living systems
Depth of perception
Graphic Arts / Math
•
•
•
•
•
•
Ratios
Sequences
Graphing
Algebraic Equations
Patterns
Spatial relationships
Fibonacci Sequence
8
5
3
2
1
1
2
3
5
5
3
2 11 2
3
5
8
Fibonacci Art
Fibonacci Art
Integration Links
Fibonacci – math, graphic arts, environmental
http://www.environmentalgraffiti.com/featured/fibonacci-sequence-illustratednature/10867
Pretty Brainy – fashion design, entrepreneurship, STEM
Heidi Olinger, CEO
http://www.prettybrainy.com/
http://www.prettybrainyboutique.com/FashionablyMashed_the_Book_p/fm
_1ed.htm
Fossil Ridge HS Lip Dub – media, language arts
Brendan Gallagher, Media/Language Arts teacher, Fossil Ridge HS
http://www.youtube.com/watch?v=yXJ3tKJCuW0
James Cameron storyboard art
Connecting CTE to Standards
Competitive Event - Castle Ballistics
Students demonstrate ability to design and
construct a ballistic device to hit a target
within a 36’ x 36’ area.
Device may be trebuchet, ballista, or
catapult. It must:
•include sketch
•include firing log, calibration table
•include calculations of time, angle,
distance, initial velocity
• max size – 24” H x 24” W x 24” L
•have launch load 80-90 grams (hacky
sack)
Colorado State Standards – Science – Grade 8
Observe, explain, and predict natural phenomena governed by
Newton's laws of motion, acknowledging the limitations of their
application to very small or very fast objects
Reflection
1. How to incorporate CTE into your
curriculum?
2. What skills and competencies
apply?
3. Ways to implement a more
integrated curriculum?