Using Art to Make Discoveries About Linear Equations - PBL

Created Dec. 4, 2023 by Tabatha Myers

WEBSITE THAT HAS FULL DETAILS, STUDENT SAMPLES, DOWNLOADABLE DOCUMENTS, Etc. =)

http://www.artandlinearequations.weebly.com

MATERIALS

Materials:
1 Large, Blank piece of paper - "the canvas" (per group)
Set of Equations - enhanced scope and sequence for Virginia (CLICK)
Rulers/Yard Sticks
Variety of art materials - construction paper, tissue paper, pastels, paint, markers, colored pencils (ask Art teacher for support)
Computer to type Art Title and Explanation
Art project Rubric (includes points breakdown for both the art quality as well as the reflection paper combined)
Reflection Paper brainstorming sheet

PRE-KNOWLEDGE

a) Students should have a basic understanding of y=mx+b. They need to know, on a very basic level, how to generate a table of values using the linear equation.
b) Students should have a meaningful conversation about the role of color, texture, and mood conveyed in art.

I like this video CLICK HERE on the role of color and its nice a short!

CREATING THE ART

1) Create an x and y axis and graph the equations. Do NOT give students guidance regarding scale factor as this will become a meaningful conversation after art has been created.
      * Students did not know, prior to the lesson, how to graph x = 0, y = 12, y = -12
2) Use the lines to create a meaningful piece of art.
      * Students should have a significant conversation about the role of color, texture, mood, and how art can often represent the artist
      * Students should know that the art will be displayed (invite other classes to use the art in their lessons!)
3) Write a synopsis of the art and what it means to the artists - Artists will name their art and explain why this piece of art is representative of them and how they decided color, texture, etc.

ANALYSIS OF THE ART

1) Post-It Note Commentary: Students will use post-it notes to make observations about the quality of the art, pieces that they connected to, colors/textures that they notice, interesting patterns with the slope and y intercepts, interesting shapes that emerge within the art

2) Analyze the Chevron:
        * Students have a brainstorming sheet (which they will use to help them write a paper as the culmination of the project) - Pick two pieces of art that have significantly different "chevrons" and ask students why the chevrons are drastically different
        * Students look at the equations of lines that intersect (have the same y-intercepts) to note the location of the y-intercept within the equation
        * Students analyze lines that mirror or reflect across the y axis or x axis - compare this to the equations to note how the slope of the equations are similar and different

3) Students pick a piece of art that isn't their own:
        * Students use their brainstorming/collection sheet to write about another group's use of lines, color, texture, topic to "communicate" to the viewer.

The Final Paper (Summary of the Experience)

Click HERE for description.

1) Introduction: Students describe the project to their reader, clearly representing what occurred (challenges, a-ha moments) in their experience to create the art.
2) Connecting to a piece of art: Students write about the piece of art they connected with and why it was significant to them
3) The Chevron: Students write about scale factor and how it impacted the artistic feel, shape, and size
4) Slope and Y-Intercept: Students write about how an equation looks when lines intersect, when lines are horizontal or vertical, and how equations are impacted when lines have a negative and positive slope.
5) Conclusion: Students wrap up the paper with some generalized choice but essentially sum up what they learned from this project.