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Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course

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Title: Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course
Language: English
Authors: Ernest, J. Brooke, Nemirovsky, Ricardo
Source: PRIMUS. 2016 26(4):356-370.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL0816406
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Integrated Activities, Art Activities, Geometry, Geometric Concepts, Mathematics Activities, Student Attitudes, Student Experience, Undergraduate Students, Student Centered Curriculum, Inquiry, Attitude Change, Relevance (Education), Video Technology, Teaching Methods
DOI: 10.1080/10511970.2015.1123784
ISSN: 1051-1970
Abstract: Common arguments for integrating the arts into mathematics courses include the arts fostering student creativity, improving academic achievement, and encouraging transfer between subjects. Research supporting these arguments is limited and carries layered complexities--such as what constitutes creativity and transfer, and whether they can be measured. As such, bolstering the case in favor of arts integration calls for additional perspectives. In this report, we present three such arguments we have identified through analyzing students' video and written reflections, as well as individual interviews, regarding their experiences creating artistic pieces in an undergraduate geometry course. In particular, through creating mathematically inspired art pieces, students were able to: (i) blend mathematics with a broad range of life experiences; (ii) encounter situations that fostered mathematical inquiry; and (iii) change some of their attitudes towards art.
Abstractor: As Provided
Number of References: 11
Entry Date: 2016
Accession Number: EJ1100914
Database: ERIC
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  Data: Common arguments for integrating the arts into mathematics courses include the arts fostering student creativity, improving academic achievement, and encouraging transfer between subjects. Research supporting these arguments is limited and carries layered complexities--such as what constitutes creativity and transfer, and whether they can be measured. As such, bolstering the case in favor of arts integration calls for additional perspectives. In this report, we present three such arguments we have identified through analyzing students' video and written reflections, as well as individual interviews, regarding their experiences creating artistic pieces in an undergraduate geometry course. In particular, through creating mathematically inspired art pieces, students were able to: (i) blend mathematics with a broad range of life experiences; (ii) encounter situations that fostered mathematical inquiry; and (iii) change some of their attitudes towards art.
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