It's All Greek to Me!


Art Teacher Tiffiny Coffey introduces students to
Arts and Humanities Council representatives.

Grant Summary


Geometry students and 'Art in Other Cultures' students will combine to learn about the culture of ancient Greece, particularly Cyprus.  Students will learn about non-Euclidean Geometry, and visit the Ringling Museum's collection of Cypriot pottery.  While viewing this collection, they will identify applications of geometric design work.  Students will then learn basic hand building techniques in ceramics, and design and create their own personally-expressive-geometric-designed pot.  They will build, glaze, decorate, and fire their pots to completion.  This is what Mrs. Coffey and I did during the second quarter of the year with our students.



The purpose of this grant is to help student make real-life connections between the disciplines of art, mathematics, and history.  



Participating students will experience an integrated curriculum, in which every piece of knowledge is related to another within the lesson, as opposed to isolated facts.  Through this experience, they will appreciate education as a quality experience.  Integrated curriculum and "teaming" of teachers has been encouraged by our administration for years, and this project would enable such an endeavor.  Literacy will be promoted through various activities, including Venn diagramming, word mapping, and concept mapping.  Students will be given the opportunity to reach out past the typical mathematics classroom: those who may not typically succeed in mathematics will gain the ability to be successful and review mathematical concepts, which they may not have mastered.



To assess students' understanding of the geometric applications and ceramic techniques: In a group setting, students will compare and contrast their art with that of the Cypriot collection in a class critique.

To assess understanding of specific geometry concepts, students will explain verbally and in a written format how their surface decoration exhibits characteristics of non-Euclidean geometry.  They will then compare and contrast Euclidean and non-Euclidean geometry.

Written self-evaluation and verbal discussion will be the assessment tool for understanding of cultural concepts.