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9th Grade  Project 2 weeks

Math in Motion: The Art of Patterns

Nevaeh L
Updated
HS.3.3
HS.4.2
DA.EX.4.2
HS.1.3
HS.3.2
+ 5 more
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Purpose

How can you blend art and math to make a pattern that tells a story?
You will investigate patterns from art, dance, math, and your community.
You will test ideas and create an original pattern using chosen art materials.
You will share how your design communicates identity, place, or a meaningful community story.
You will exchange feedback with a peer and revise your pattern.

Learning goals

I can blend art and math to make a pattern that tells a story. I can use symmetry, repetition, and transformations to guide my design choices. Symmetry means both sides match. Repetition means the same parts appear again. Transformations mean you change a shape's size, position, or direction. I can test traditional and digital media. I can notice the results and improve my pattern. I can connect my pattern with dance, a profession, or a community role. I can compare perspectives. Perspectives mean different ways of looking at something. I can listen to peer feedback and revise independently.

Standards
  • [Colorado] HS.3.3 - Articulate and demonstrate that the making and study of art and design can be approached from a variety of perspectives.
  • [Colorado] HS.4.2 - Develop proficiency in visual communication skills that extends learning to new contexts and disciplines.
  • [Colorado] DA.EX.4.2 - Analyze and demonstrate the connections between other art forms, school subjects, professions, and community roles with dance.
  • [Colorado] HS.1.3 - Use artmaking processes as forms of inquiry to develop skills of perception and independent reasoning, and to increase knowledge.
  • [Colorado] HS.3.2 - Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.

Products

Create a research page showing patterns from art, math, dance, and your community. Make three pattern drafts using repetition, symmetry, or transformations. Repetition means something repeats. Exchange feedback with a partner. Then record two changes you will make. Complete one revised artwork and an artist statement about its math, perspective, and story. Perspective means showing depth. Create a movement map that turns your final pattern into a short dance phrase.

Launch

Look around your school for repeating shapes, lines, rhythms, or movements.
Sketch one pattern and label its math rule, such as rotation, reflection, or growth.
Turn the pattern into a short movement phrase that communicates a place, identity, or community story.
Share your sketch and movement with a partner, then listen to their interpretation.
Ask: How can you blend art and math to make a pattern that tells a story?

Exhibition

Display your finished pattern with an artist statement explaining its math and story.
Add a movement phrase showing how the pattern repeats or changes.
Present your work during a gallery walk for peers, families, or community guests.
Ask visitors, “How can art and math make a pattern tell a story?”
Invite visitors to leave one observation and one question beside your display.