Learning Numbers Using Patterns, Shapes, and Forms

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Introduction

The Arts in school systems frequently focus on the kid developing artistic comprehension

and representations of concepts made by human expressions such as music, visual expressions,

performance, theatrics, and media, all of which can be encountered independently or in

combination. The arts provide children with a variety of channels through which they can

express themselves creatively and build a foundational excitement for their own as well as others'

creations (ACARA, 2010; Western Australian Curriculum Framework, 1998).

The Arts are dialects, according to the Northern Territory Curriculum Framework, with

its displays, norms, procedures, and overall frameworks. As a result, they are seldom

nonpartisan. They assist in the development, reinforcement, challenge, and adjustment of

societal, economical, political, and spiritual characteristics. Furthermore, they can facilitate the

beneficial development of a young brain compelled to interact in an ever-changing environment,

as well as provide the essential talents, certainties, and personalities that are necessary for

dealing with the challenges and opportunities that existence will present ( ACARA, 2010).

Arts-related initiatives have been introduced by a range of diverse individuals in the

context of both the recognition of the importance of the arts in literacy, as evidenced by studies,

and the recognition that there are often inadequate art specialists in institutions, particularly in
distant areas. More importantly, few local artists are prepared to offer their services as program

providers. Arts teachers deliver arts programs that now reflect the school curriculum of

Australian localities. The Victorian Department of Education and Early Childhood Development

issued a study in 2009 that focused on the importance of collaborating with the arts industry to

boost student engagement, observational interactions, personalized learning, and architecture

understanding (Nutton et al., 2011).

Body

This study addresses how visual art might be used in the educational strategy to help

youngsters aged 5 to 8 years old understand numbers. Visual art encompasses a wide range of

visual techniques that preschoolers use to communicate, transfer information, intervene in their

hypothesis, and participate in artistic study and assessment. Socio-cultural factors shape what is

referred to as visual expressions.

Although there are many more means of visual expression and study, some popular

approaches include canvases, clay craft, sculpting, weaving, photographing, clothing crafting,

carving, and printmaking. However, studies have shown that the artworks provide a unique place

for children aged 5 to 8 years to study and confront their experiences, to comprehensively

examine and broaden their working hypotheses, and to encourage their original rationale.

Children learn about the symbolic structures of representation and correlation valued by

their societies via the visual arts. When generating design works, the use of numbers in visual

art/plan training entails seeing, evaluating, quantifying, and comprehending the links involving

numbers, forms, patterns, and rhythms to achieve visual congruency and harmony. The

awareness of the principles that regulate numbers and their relationships with the entire world
has enhanced the practical splendor of our sophisticated world (Hemenway, 2008; Pickover,

2009). For all children, the journey to this understanding entails observing the large-scale or little

realms of the earth and the universe.

It entails identifying one's numerical favored understanding and employing them to

creative challenges as well as reflective practice arising from a societal, cultural, or personal

requirement. Art/design is based on creative reflection and strategic thinking. It promotes unique

exploration and the prospect that youngsters aged 5 to 8 years can use their imaginations to find

more than one method to approach, or definitively resolve, a question or issue. Different points

of view are encouraged, and open-ended questions are offered.

The manipulation of 2-D or 3-D thinking cycles, as well as the selection of composite

structures, are used to study tangible and conceptual notions. The cultivation of thinking that

promotes the following: the integration of notions from a wide range of sources is also cultivated

by visual arts, spatial thinking, the use of the elements and principles of visual artistry, and the

indispensable capability to organize, represent, alter, and evaluate their visual representations

when addressing the problems; and thinking from a diversity of ways, such as the natural world

and the man-made universe of objects and frameworks.

Diverse ways for teaching and learning numbers via visual arts can be used for children

aged 5 to 8. These techniques include applying inquiry skills, exploring shapes, rhythms, and

structures, and expanding the aesthetic presentation, as per the Australian Curriculum and

Reporting Authority [ACARA] program. The approach of understanding numbers via patterns,

forms, and arrangements is used in this study. During the educational process in the visual arts,

this will necessitate experimenting with the three structures: 2,3, and 4-dimensional time. When

assessing and investigating different numbers in respect to layouts, patterns, forms, and
architectures, as a trainer, I will provide diverse methodological approaches to cross-examine the

items of study by providing a wide range of resources, as well as framing and joining techniques.

This will provide the child with the widest plethora of different plan possibilities possible.

The traditional artistic styles of painting and sketching will be included in these

possibilities. When dealing with difficulties of viewpoint, I as the trainer will extend the child's

exploration by using a range of shapes to encompass various techniques of confronting and

implementing numerical concepts, such as recurrence, scale, and extent. Size, mathematical

features of numbers, and patterns are among the numerical feature I will implement. When

polishing concepts and arranging numbers, the child's efforts in these exercises will reveal the

criteria of breadth, scale, space, and form. It will expand the world of information processing and

its integrative applications by giving the child opportunities to learn numbers in various

dimensions (Montello, Grossner, and Janelle, 2014).

When connected to forms and structures, dealing with shapes, scale, and proportionality

reveals linkages between information processing and numbers (Knott, 2010). This, therefore, at

that moment uncovers children experiencing the all-inclusive usage of the guidelines and norms

to include procedures, methods, and varied reasoning as they work productively to put up plans

to take care of number issues and develop approaches. It uncovers them on how they are starting

to govern, adjust and evaluate as they aim, through the exploitation of spatial thinking and

numeracy, towards seeking attempted and distinctive goals or adjustments in the practical

universe of the visual design.

The youngsters will next employ their newly acquired knowledge to a cultural and

societal issue they have selected to investigate through visual art. This method will also demand

me, as the trainer, to be mindful of playfulness and unique talent to provide the child with
imaginative chances. The surface design will incorporate scale, breadth, proportion, and rhythm

as notions of artistic and numerical brilliance. Giving children chances to see the item of their

awareness from various angles and in different circumstances can help them understand how to

apply for numbers in visual plan processing.

Reference

Australian Curriculum Assessment Reporting Authority (2010) The draft Shape of the Australian

Curriculum: the Arts

http://www.acara.edu.au/verve/_resources/Draft+Shape+Of+The+Australian+Curriculum

+The+Arts- FINAL.pdf

Deschamp, P. (1998). Western Australian Curriculum Framework. Perth: Precision.

Grushka, K., & Curtis, N. (2018). Visual Art, Visual Design and Numeracy. In Numeracy in

Authentic Contexts (pp. 423-453). Springer, Singapore.

Hemenway, P. (2008). The Secret Code: The mysterious formula that rules art, nature, and

science. Switzerland: Evergreen, Springwood

Knott, R. (2009). Fibonacci numbers and the golden section in art, architecture and

music. Department of Mathematics, University of Surrey, England. http://www. mcs.

surrey. ac. uk/Personal/R. Knott/Fibonacci (consulted: marzo 2009).

Montello, D. R., Grossner, K., & Janelle, D. G. (2014). Concepts for spatial learning and

education: An introduction.
Nutton, Georgina & Perso, Thelma & Fraser, Julie & Tait, Anja. (2011). The Arts in Education:

A review of arts in schools and arts-based teaching models that improve school

engagement, academic, social and cultural learning..

Pickover, C. (2009). The Math Book: From Pythagoras to the 57th Dimension. 250 Milestones in

the History of Mathematics. New York: Sterling.