Program Flyer: Patterns Matter: Symmetry, Patterns, Tessellation
Content Provider
Rutgers-Camden Center for the Arts
Contact Information
Lynda Hitchmanljhitch@camden.rutgers.edu314 Linden StreetCamden, NJ 08102United StatesPhone: (856) 225-6202Fax: (856) 225-6597
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s): 4, 5, 6, 7, 8, Gifted and Talented Coordinator
Primary Disciplines
Fine Arts, Mathematics
Secondary Disciplines
Language Arts/English
Program Description
In this program upper elementary and middle school students will gain a sense of patterns, symmetry, and tessellation through visuals, exercises, and thought provoking discussions that investigate and demonstrate these concepts in art and in use in the real world in a way that makes them meaningful to students trying to grasp these mathematical concepts.
Program Format
The program will be structured around viewing works of art that demonstrate the mathematical concepts that the program addresses: patterns, symmetry, and tessellation. Students will discover and discuss the mathematical concepts in the artworks (including examples of real-world applications), create their own simple artworks that use the mathematical concepts, and learn about the use of math in art. Students will view art created in a variety of mediums including both two-dimensional and three-dimensional works of arts. Art techniques, processes, and genres will be a part of the discussion.
Objectives
1) The participants will gain a better understanding of mathematical concepts by viewing them in use in art and the real world.2) Students will gain an appreciation of the pleasing aesthetic and artistic properties of patterns, symmetry, and tessellation. 3) The participants will create their own simple artworks that employ the mathematical concepts discussed and presented to solidify and demonstrate their understanding of the concepts.4)Students will develop their abilities in critical thinking and observation through the discussion and inquiry based format of the program
National Standards to which this program aligns
Visual ArtNA-VA.k-4.1 :UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSESStudents know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses NA-VA.K-4.2/5-8.2:USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS(K-4) Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses Students use visual structures and functions of art to communicate ideas (5-8) Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas Students select and use the qualities of structures and functions of art to improve communication of their ideas NA-VA.K-4.5/5-8.5:REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS (K-4) Students understand there are various purposes for creating works of visual art Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to specific artworks (5-8) Students compare multiple purposes for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures NA-VA.K-4.6/5-8.6 :MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES (K-4) Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines Students identify connections between the visual arts and other disciplines in the curriculum (5-8) Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts EnglishNL-ENG.K-12.1:READING FOR PERSPECTIVEStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.NL-ENG.K-12.4:COMMUNICATION SKILLSStudents adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.NL-ENG.k-12.6:APPLYING KNOWLEDGEStudents apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. NL-ENG.k-12.11:PARTICIPATING IN SOCIETY Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.NL-ENG.k-12.12:APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).MathematicsNM-ALG.3-5.1/6-8.1: Understand patterns, relations, and functions (3-5) describe, extend, and make generalizations about geometric and numeric patterns; represent and analyze patterns and functions, using words, tables, and graphs. (6-8) represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; relate and compare different forms of representation for a relationship NM-GEO.3-5.1/6-8.1: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships (3-5) identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; investigate, describe, and reason about the results of subdividing, combining, and transforming shapes; explore congruence and similarity; make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. (6-8) precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties; understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects; create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. NM-GEO.3-5.3/6-8.3: Apply transformations and use symmetry to analyze mathematical situations (3-5) predict and describe the results of sliding, flipping, and turning two-dimensional shapes; describe a motion or a series of motions that will show that two shapes are congruent; identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs. (6-8) describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling; examine the congruence, similarity, and line or rotational symmetry of objects using transformations. NM-GEO.3-5.4/6-8.4: Use visualization, spatial reasoning, and geometric modeling to solve problems (3-5) create and describe mental images of objects, patterns, and paths; use geometric models to solve problems in other areas of mathematics, such as number and measurement; recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life(6-8) recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life. NM-PROB.PK-12.1: Build new mathematical knowledge through problem solving NM-PROB.PK-12.2:Solve problems that arise in mathematics and in other contexts NM-PROB-COMM.PK-12.1: Organize and consolidate their mathematical thinking through communicationNM-PROB-COMM.PK-12.2: Communicate their mathematical thinking coherently and clearly to peers, teachers, and othersNM-PROB-COMM.PK-12.3: Analyze and evaluate the mathematical thinking and strategies of othersNM-PROB-COMM.PK-12.4: Use the language of mathematics to express mathematical ideas precisely. NM-PROB-CONN.PK-12.1: Recognize and use connections among mathematical ideasNM-PROB-CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics.
Program Length
45 minutes
By Request
This program is available by request/on demand ONLY
Date/Time Notes
New Program: Pilot year for this program. Program will be offered free to the first 4 classes to book this program with submittal of RCCA evaluation form after the program.
Connection Type(s) Available and Program Fees
Point to Point Cost: $75.00Point to Point Cost for Premium Site Members: $70.00 What's this?By Request/On Demand Cost: $75.00By Request/On Demand Cost for Premium Site Members: $70.00 What's this?
Premium Members enjoy many additional benefits. Learn more!Receiving Site is responsible for own line charge
Program Fee Notes
Invoices will be sent after completion of the program unless otherwise requested.
Cancellation Policy
Programs cancelled due to unforeseen technical problems or acts of nature will not be charged. However, we request that programs be rescheduled as soon as possible. The full fee will be charged to sites which cancel with less than 5 days notice.
Is video taping allowed?
No
The Provider broadcasts over
ISDN Minimum Broadcast Speed: 56 K Maximum Broadcast Speed: 384 KIP
Minimum Technology Specifications for sites connecting to this provider
School are required to dial in to us. Our ISDN is capable up to 384 but we are willing to test with schools that need to connect at a lower speed.
Content Provider
Rutgers-Camden Center for the Arts
Contact Information
Lynda Hitchmanljhitch@camden.rutgers.edu314 Linden StreetCamden, NJ 08102United StatesPhone: (856) 225-6202Fax: (856) 225-6597
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s): 4, 5, 6, 7, 8, Gifted and Talented Coordinator
Primary Disciplines
Fine Arts, Mathematics
Secondary Disciplines
Language Arts/English
Program Description
In this program upper elementary and middle school students will gain a sense of patterns, symmetry, and tessellation through visuals, exercises, and thought provoking discussions that investigate and demonstrate these concepts in art and in use in the real world in a way that makes them meaningful to students trying to grasp these mathematical concepts.
Program Format
The program will be structured around viewing works of art that demonstrate the mathematical concepts that the program addresses: patterns, symmetry, and tessellation. Students will discover and discuss the mathematical concepts in the artworks (including examples of real-world applications), create their own simple artworks that use the mathematical concepts, and learn about the use of math in art. Students will view art created in a variety of mediums including both two-dimensional and three-dimensional works of arts. Art techniques, processes, and genres will be a part of the discussion.
Objectives
1) The participants will gain a better understanding of mathematical concepts by viewing them in use in art and the real world.2) Students will gain an appreciation of the pleasing aesthetic and artistic properties of patterns, symmetry, and tessellation. 3) The participants will create their own simple artworks that employ the mathematical concepts discussed and presented to solidify and demonstrate their understanding of the concepts.4)Students will develop their abilities in critical thinking and observation through the discussion and inquiry based format of the program
National Standards to which this program aligns
Visual ArtNA-VA.k-4.1 :UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSESStudents know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses NA-VA.K-4.2/5-8.2:USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS(K-4) Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses Students use visual structures and functions of art to communicate ideas (5-8) Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas Students select and use the qualities of structures and functions of art to improve communication of their ideas NA-VA.K-4.5/5-8.5:REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS (K-4) Students understand there are various purposes for creating works of visual art Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to specific artworks (5-8) Students compare multiple purposes for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures NA-VA.K-4.6/5-8.6 :MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES (K-4) Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines Students identify connections between the visual arts and other disciplines in the curriculum (5-8) Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts EnglishNL-ENG.K-12.1:READING FOR PERSPECTIVEStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.NL-ENG.K-12.4:COMMUNICATION SKILLSStudents adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.NL-ENG.k-12.6:APPLYING KNOWLEDGEStudents apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. NL-ENG.k-12.11:PARTICIPATING IN SOCIETY Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.NL-ENG.k-12.12:APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).MathematicsNM-ALG.3-5.1/6-8.1: Understand patterns, relations, and functions (3-5) describe, extend, and make generalizations about geometric and numeric patterns; represent and analyze patterns and functions, using words, tables, and graphs. (6-8) represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; relate and compare different forms of representation for a relationship NM-GEO.3-5.1/6-8.1: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships (3-5) identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; investigate, describe, and reason about the results of subdividing, combining, and transforming shapes; explore congruence and similarity; make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. (6-8) precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties; understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects; create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. NM-GEO.3-5.3/6-8.3: Apply transformations and use symmetry to analyze mathematical situations (3-5) predict and describe the results of sliding, flipping, and turning two-dimensional shapes; describe a motion or a series of motions that will show that two shapes are congruent; identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs. (6-8) describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling; examine the congruence, similarity, and line or rotational symmetry of objects using transformations. NM-GEO.3-5.4/6-8.4: Use visualization, spatial reasoning, and geometric modeling to solve problems (3-5) create and describe mental images of objects, patterns, and paths; use geometric models to solve problems in other areas of mathematics, such as number and measurement; recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life(6-8) recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life. NM-PROB.PK-12.1: Build new mathematical knowledge through problem solving NM-PROB.PK-12.2:Solve problems that arise in mathematics and in other contexts NM-PROB-COMM.PK-12.1: Organize and consolidate their mathematical thinking through communicationNM-PROB-COMM.PK-12.2: Communicate their mathematical thinking coherently and clearly to peers, teachers, and othersNM-PROB-COMM.PK-12.3: Analyze and evaluate the mathematical thinking and strategies of othersNM-PROB-COMM.PK-12.4: Use the language of mathematics to express mathematical ideas precisely. NM-PROB-CONN.PK-12.1: Recognize and use connections among mathematical ideasNM-PROB-CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics.
Program Length
45 minutes
By Request
This program is available by request/on demand ONLY
Date/Time Notes
New Program: Pilot year for this program. Program will be offered free to the first 4 classes to book this program with submittal of RCCA evaluation form after the program.
Connection Type(s) Available and Program Fees
Point to Point Cost: $75.00Point to Point Cost for Premium Site Members: $70.00 What's this?By Request/On Demand Cost: $75.00By Request/On Demand Cost for Premium Site Members: $70.00 What's this?
Premium Members enjoy many additional benefits. Learn more!Receiving Site is responsible for own line charge
Program Fee Notes
Invoices will be sent after completion of the program unless otherwise requested.
Cancellation Policy
Programs cancelled due to unforeseen technical problems or acts of nature will not be charged. However, we request that programs be rescheduled as soon as possible. The full fee will be charged to sites which cancel with less than 5 days notice.
Is video taping allowed?
No
The Provider broadcasts over
ISDN Minimum Broadcast Speed: 56 K Maximum Broadcast Speed: 384 KIP
Minimum Technology Specifications for sites connecting to this provider
School are required to dial in to us. Our ISDN is capable up to 384 but we are willing to test with schools that need to connect at a lower speed.