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Abstract
New School for the Arts and Academics is a charter school in which the
students have a passion for art and little interest in mathematics. This
grant proposal describes a project for high school math classes that
will incorporate both math and art. The project will help students
understand the principles they learn in class, and see how those
principles can be applied to what they already know and love. Finally,
this grant proposal requests funding for supplies to carry out the
project.
North Central Accreditation. In addition, for the 2014 AIMS tests, NSAA
scored higher than the state goal in Reading, Mathematics, Writing,
and Science (K. Cardenas, personal communication, February 1, 2016).
I am a high school mathematics teacher at NSAA, teaching three
Algebra 2 classes and three Trigonometry and Pre-Calculus classes.
The class size for the Trig/Pre-Calculus classes ranges from 7 to 17, and
my Algebra 2 classes have between 20 and 28 students, and most of
my students are in grades 10-12. NSAA has a block schedule, allowing
class periods to be 80 minutes long. In my classroom, students have
access to small and large whiteboards for individual and group use, a
copy machine and printer for assignments, and 16 graphing calculators
to borrow, although they are encouraged to purchase their own.
Throughout the school, students also have access to the following
technology:
12 Apple TVs
8 mini iPads
LED projectors
3 laptop carts, with 40 laptops in total
8 professional commercial grade computers for digital art
programs
Large-scale printers
Theater technology (lights, audio, etc.)
Wireless Internet access
Introduction
The students who attend NSAA chose this school because of its
emphasis on the arts, and most of them have little to no interest in
mathematics. I would like to use their love of art to make
mathematical concepts meaningful and relevant to them. In this
project, the Trig/Pre-Calculus students will create a work of art using
the mathematical principles and functions they have studied in class.
They will use the technology available at the school to examine wellknown works of art and analyze the mathematical elements used in
their creation. Then they will apply what they know of trigonometry
and pre-calculus to develop their own art, and display their final
products in an art walk for NSAAs middle school students.
Student artwork can be found nearly everywhere in and around
the school. The students love to display the projects and art they have
worked hard to create. Developing and sharing their talents is, after all,
why each of them chose to attend NSAA. If students were able to
combine their artistic abilities with their mathematical knowledge in a
way that would allow them to develop and display new talents, they
would be much more engaged and interested in the things they learn
in the math classroom. With the resources and materials needed to
create a work of art, students could apply what they have learned
about angles, functions, and mathematical relationships to what they
already know about art and creativity to make something beautiful. Not
only would they be able to see their talents displayed, they would be
able to see how math can be useful and applicable to what they love,
which would be an invaluable lesson and motivate continued learning.
This project will involve research, writing, self- and peer-critiques,
artistic innovation, and develop presentation skills through a projectbased learning design. It will directly impact about 40 11th and 12th
grade students and nearly 100 middle school students this year alone,
and has the potential to impact about 450 students over the next three
Applicant Bio
Annalise Misbach has been teaching at New School for the Arts
and Academics for 4 years, and for 9 years in total. She earned her
Bachelors degree from Arizona State University in Secondary
Education (Mathematics) in 2007. Annalise loves mathematics, and
intended to go into the field until she realized that helping others
understand and love mathematics was much more satisfying and
meaningful than solving problems on her own. She decided to become
a teacher in order to do that. She has a passion for learning, and
strives to find creative ways to help her students develop the same.
Project Narrative
Need for the project
The students at New School for the Arts and Academics are
primarily art students, and typically have difficulty seeing the need to
learn mathematics. On multiple occasions, I have had conversations
with my students discussing why it matters for them to take math in
school, when they dont see themselves using it in the future. I believe
that if more students felt that math was relevant to their lives and had
a real-world application that they could appreciate, they would be more
engaged during class and in their learning. This project will help them
develop an interest in math by helping them see how math and art can
be integrated with each other, making math a part of what they
already love.
Project impact
This project will provide opportunities not only for my students to
find a connection between mathematics and the art that they love, but
also for them to share their art with others in the community by
showing their work to the younger students in the NSAA middle school.
This will give my students an opportunity to share their own work as
they explain to the younger students how they used math to develop
their art. It will also help younger students become excited and
interested in math and understand that it is more than just numbers
when they see the final products of the older high school students.
I also think this will help me as a teacher to become more
relatable to my students and get to know them and their interests
better individually. I will be able to see the development of each
students project and how they express themselves creatively, which
will help me understand the uniqueness of each student. At the same
time, I will learn more about what is important to them, and grow in my
own professional development.
Learning goals and outcomes
Students will use research and technology skills to find and
analyze well-known works of art for mathematical elements. They will
and to me?
In what ways can math be used outside the classroom?
How is math relevant to what I enjoy?
How might math help me become a better artist?
Students will gain an in-depth understanding of geometry,
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Activities
The students will brainstorm for their project in groups of similar
artistic focuses. This helps ensure that their project is something that
interests them, and gives them the chance to think creatively.
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their learning
A list of at least 5 mathematical concepts involved in the
students project and examples of problems for each concept,
improvement artistically.
A complete written description of the project, including
descriptions of the art, the math, and how both interact.
The students final products will be evaluated using rubrics
specific to the students chosen art genre. The students will help
create these rubrics using http://rubistar.4teachers.org/. The rubrics
will focus on design/composition, creativity, mathematical planning,
and explanation.
Sustaining the Project After the Proposal Period
The project will be continued after the first year, for at least 4
years, to allow those students who were in middle school during the
first year of the project a chance to create art using math the way they
saw their older peers do. Those students will also be primarily art
students, and giving them this project to look forward to in their higher
level math classes will help them maintain a motivation for and
interest in math.
Innovation
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Number
Individual
Total Cost
Cost
$25.09
$75.27
$35.43
$106.29
$24.97
$124.85
$199.95
$399.90
Subtotal:
$974.30
15
$228.00
$228.00
$39.99
$39.99
Shipping &
handling:
$28.81
Promotions
applied:
-$10.63, $24.97
Grand total
(including
tax):
$967.51
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Appendix
A) New School for the Arts and Academics 2014 AIMS Scores,
compared to the goals for Arizona (K. Cardenas, personal
communication, February 1, 2016):
B) Example inquiry based lesson plan for the beginning stage of the
project, in which students explore the relationship between math and
art in well-known works, and then develop ideas to relate math and art
in their own projects:
Inquiry Based Lesson Plan
Teachers: Annalise Misbach
Subject: Trigonometry
Standard:
HS.G-MG.A.1. Use geometric shapes, their measures, and their properties to describe objects.
Objective (Explicit):
Students will be able to describe the relationship between math and art in works of art from different
genres, and in their own project ideas.
Evidence of Mastery (Measurable): Students will compose a written paragraph describing their project idea
and how it connects to the math topics they have studied. The paragraph will be graded on a rubric focusing
on a description of the relationship between math and art in the students project ideas, which will require at
least 3 examples of math used and how each example relates to the art.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will examine works of art from different genres.
Students will identify mathematical elements within the art they examine and describe how the math
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Elaborate
Explain
Explore
Evaluate: Each student will provide three different examples of mathematical principles that can enhance the
artistic element of different art genres.
C) Sample rubric to assess a final project:
Category
Score
Student
designed
the project
to
incorporat
e both art
and
mathemati
cs.
Creativity
Student has
combined the
mathematics
studied and
their chosen
art genre in a
way that is
totally his/her
own. The
students
personality/voi
ce comes
through.
Planning and
Explanation
Student can
describe in
detail how
he/she used
mathematics
to design their
artistic project,
and can
explain the
relationship
between math
and art in the
final product.
Student
has
combined
the
mathemati
cs studied
and their
chosen art
genre and
has used
examples
as a
starting
place. The
students
personality
comes
through in
parts of
the
project.
Student
can
somewhat
describe
how
he/she
used
mathemati
cs to
design
their
artistic
project,
skillfully
designed the
project to
incorporate
both art and
mathematics,
and the math
and art work
well together
aesthetically.
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Student
attempted
to design
the project
to
incorporat
e both art
and
mathemati
cs, but the
math and
art do not
work well
together
aesthetical
ly, or
either
math or
art is not
well
developed.
Student
has copied
some art
from the
examples.
There is
little
evidence
of
creativity,
but the
student
has done
the
assignmen
t.
The
student
does not
appear to
have
incorporate
d both art
and
mathemati
cs in the
design of
the project.
Student
can
describe
how
he/she
used
mathemati
cs in the
design, but
finds it
difficult to
describe
the
Student
has
thought
very little
about the
mathemati
cal design
of the
project. Is
present but
is not
invested in
the
Student
has not
made
much
attempt to
meet the
creative
requiremen
ts of the
assignmen
t.
and
vaguely
explains
the
relationshi
p between
math and
art in the
final
product.
Focused
with some
planning.
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relationshi
p between
math and
art in the
final
product.
Has set a
goal but
lets things
evolve in
somewhat
random
manner.
product.
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Works Cited
Internal Revenue Service (27 Aug. 2015). SOI Tax Stats - Individual
Income Tax