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Bravo
Bravo
internet, and art museums galleries. They will research abstract and representational
transformation artworks. Students will provide a written observation of an artwork to identify the
use of transformations. Students will subsequently create their own transformations art by
producing preliminary sketches before the finished image. Students will record and reflect on
how they used transformations in their work.
GRASPS
Goal
● Your task is: create artwork to demonstrate and explain transformations (translations,
reflections, rotations, and dilations)
● The goal is to: connect transformations (math) in art
● The problem or challenge is: help people recognize math in art
● The obstacles to overcome are: changing people’s perspective
Role
● You are: artist, researcher, art critic, and mathematician
● You have been asked to: help people recognize math in art through transformations
● Your job is: to create an artwork with transformations
Audience
● Your clients are: children, peers, adults, artists, mathematician, educators, museum
curators
● The target audience is: the general population and museum curators
● You need to convince: them how art incorporates concepts in math
Situation
● The context you find yourself in is: A museum curator, for the Blanton Museum of Art,
is having trouble helping young children on a school trip see math in art. The curator
asks for your help and asks if you can make a connection with math in the arts.
● The challenge involves dealing with: clearly communicating ideas of transformations,
engaging the audience,
2-point A two-point response is incomplete and exhibits many flaws but is not completely
incorrect.
This response:
● Demonstrates only a limited understanding of the mathematical concepts
and/or procedures embodied in the task.
● May address some elements of the task correctly but reaches on
inadequate solution and/or provides reasoning that is faulty or incomplete
● Exhibits multiple flaws related to a misunderstanding of important aspects of
the task, misuse of mathematical procedures, or faulty mathematical
reasoning
● Reflects a lack of essential understanding of the underlying mathematical
concepts
● May contain a correct numerical answer but required work is not provided
Students can not make clever guesses because they have to apply these skills to
a composition. Students with limited understanding can not guess because it will
● Students will recite back or plug in what was learned, with accurate recall but
limited or no understanding.
No, this is not a test. However, students should be able to understand what each
means to turn. Students should also understand dilations are the same shape but
different sizes, whether bigger or smaller. They will apply these terms and ideas
into their artworks that display these with the correct coordinates of both the
original and transformed figure. These will be used to properly assess for
accuracy.
● Students will make a good-faith effort, with lots of hard work and enthusiasm, but
Students will make good-faith efforts, with lots of hard work and enthusiasm with
the plane. The information can be utilized on tests and following lessons on more
complex geometry material. The finished image will establish students' mastery
● Students will produce good looking products and performances, but with limited
understanding.
transformations but two written reflections. The first reflection is on their artwork.
The self-reflection will check if each transformations is properly done and how it
was utilized. It will also reflect on the creativeness of their transformation artwork
and if they can recognize it in their work. The second reflection will look at other
artists' work. The self to other reflection extends the aspects of observing
transformations in the artists’ work. However, it seeks to know why they choose it
and how it supports other works. Also, students encourage to see if they
● Students will apply natural ability to be articulate and intelligent, with limited
and engage with the museum curators to recount their own experiences with
● Students will fail to meet the performance goals despite having a deep
understanding of the big ideas? (For example, the task is not relevant to the
goals.)
No, the task is extremely relevant to goals in mathematics. One of the goals in
have trouble establishing those connections. The assessment will allow students
to see math in one form of the real world. It will also allow students to apply their
goals in art. A standard in art is "the willingness to experiment, innovate, and take
risks to pursue ideas, forms, and meanings that emerge in the process of
art-making or designing".
● Students will fail to meet the scoring and grading criteria used, despite having a
deep understanding of the Big Ideas? (For example, some of the criteria are
No, students will not fail to meet the scoring and grading criteria used; there are
understanding. The first aspect is students will have to show their work of
planes, original figures, and the transformed figure. The drafts will illustrate the
transformations both to the viewer and the artist. Students will then reflect on
their work and other artists' work. Students will utilize these experiences and
reflections to communicate with the museum curator on how best help young
children see math in arts. Students will also equally recognize math in art.