Numeracy within the Visual Arts
Inclusive Language, Literacy and Numeracy, Semester 3 - April 2021
This analysis discusses learning opportunities within the Visual Art curriculum (VCAA, 2021), focusing on the ‘Visual Arts Practices’ (VCAVAV043) content for levels 9 and 10. This content descriptor sees students “conceptualise, plan and design artworks that express ideas, concepts and artistic intentions” (VCAA, 2021).
NUMERACY OPPORTUNITIES
In levels 9 and 10 in the Visual Arts curriculum, students are asked to experiment and develop a series of artworks based on a given theme, concept or subjects matter, through the process of conceptualising, planning, and manipulating materials and processes within their own personal aesthetic (VCAA, 2021). This content descriptor is broad enough that it gives students an opportunity to explore subject matter, themes and ideas that they are individually interested in, as well as allowing freedom to experiment with many materials and processes. Nickerson (2013) discusses how the art of learning within the Visual Arts is generated through the active construction of ideas to images, grounded in creative thinking and problem solving. This allows for numeracy opportunities to emerge, where mathematics is combined with contextual knowledge of the Visual Arts (Kemp & Hogan, 2000). These identified numeracy opportunities fall under five of the six elements of numeracy identified in the Australian Curriculum (2021):
Estimating and calculating with whole numbers
Students use estimations and calculations within their art making process in order to solve and avoid problems. By creating a work plan, students estimate timing of procedures and count dates in order to have their work completed by a certain period of time. Students also estimate and calculate the materials they will need, for example, the amount of paint needed to cover a surface area on a canvas, and the total price for those materials combined.
Recognising and using patterns and relationships
By determining how a pattern works, students can make predictions and generalisations. This allows for students to plan their art making in response to these outcomes in their exploration of material techniques and processes. Additionally, through previous analysis and identification of visual conventions and viewpoints in other artists’ works, students apply these elements within their own artwork to communicate ideas and meaning. Students consider the relationships between visual conventions such as space, form, shapes and rhythm in order to create harmony and balance.
Using fractions, decimals, percentages, ratios and rates
Ratios are used prominently in material and colour mixing. For example, the differing ratio of red paint to blue paint will result in different shades. A ratio of 1:1 will create violet, whereas 1:2 will create purple. Ratios are also used in combination with percentages to determine proportions and scaling. Students may wish to scale a small reference image into a large artwork. This will require them to use measurement on the original image and apply a ratio or percentage in order to calculate the measurements for the larger artwork.
Using spatial reasoning
Through composition of their artworks, students learn to reason with representations and relationships of shapes, forms and visual conventions regarding position and location with spatial contexts to communicate a particular meaning. Students learn to visualise and analyse ways objects are combined and positioned to consider spatial harmony and balance within their artworks.
Using measurement
Measurement is used to determine artwork sizes, material amounts, and create proportionate images. This can change depending on the materials and techniques used. For example, drawing may involve rough measurements to create guidelines, ceramics building may require measurement to determine the amount of clay needed or the volume a vessel can hold, and photography uses measurement to determine image size and quality.
SUPPORTING STUDENT LEARNING
Effectively using mathematics and numeracy in contextual knowledge and experiences enhances student learning. Students gain a better understanding of the skills they will need that relate to their personal life, workplace and civil responsibilities (Geiger, Forgasz & Goos, 2014). Poor numeracy skills, more so than low literacy skills, severely impacts the transition from school to post-school and future work opportunities (Bynner & Parsons, 2006). Therefore, assisting students to become numerate extends beyond attention to mathematical skills such as measurement and calculation, and a greater emphasis on logical thinking, problem solving, spatial reasoning and visual representations become more important. These skills are emphasised in the Visual Arts curriculum.
The demands of this content descriptor are broad and allow for students to apply them in their own life experiences and interests while using varying degrees of numeracy and mathematics relevant to their individual needs. Making art engages students’ cognitive and imaginative thinking in both conceptual and practical ways (ACARA, 2021). They learn creative thinking and problem-solving skills as they develop and refine their ideas and processes. Due to the individual nature of this task, students build their autonomy and effective learning skills. Numeracy improves the metacognitive skills needed for independent learning, such as effective planning, problem solving, estimating and evaluating progress. Numeracy and mathematical understanding develop critical thinking (Kemp & Hogan, 2000) as well as building self-confidence and social capital (Tett & Maclachlan, 2016). These are important qualities for students to become independent in their learning and art making process.
TEACHING APPROACHES
In order for students to become numerate, teachers must teach and encourage students to see numeracy in everything. Teachers should draw on their knowledge of the Australian and Victorian curriculum, as well as their knowledge of their students in order to create relevant and meaningful contexts for numeracy to appear (ACARA, 2021) (Geiger, Forgasz & Goos, 2015). The format of this task allows for differentiation of content and process, therefore differentiating the delivery mode. Individual scaffolding can be used in combination with a whole class instructional modelling approach in order for students to observe and apply numeracy within their individual contexts. In particular, developing students’ meta-cognitive skills through numeracy will allow them to develop the independence to then apply numeracy within their own learning. This includes explicit teaching around the planning, evaluating and reflecting process. Individual scaffolding will be conducted through discussions with students about their process and artworks. This fosters a culture of thinking and creates an environment that promotes inquisitiveness and imagination (Thishman, Perkins & Jay, 2000).
JUSTIFICATION OF TEACHING
By modelling how mathematics is used in a visual arts context, students can directly see the link between the two knowledges. Modelling skills as an instructional strategy allows learning to be viewed as a function of observation, rather than direct experience (Holland & Kobasigawa, 1980). By modelling numeracy skills to the whole class, students can be exposed to a greater array of opportunities, rather than only the ones presented in their individual projects. Students can then translate this knowledge into their own individual learning in order to experience and understand how mathematical skills are used in other contexts. Additionally, modelling meta-cognitive skills as a whole class gives students the confidence to make decisions within their own learning, therefore allowing more numeracy opportunities to emerge.
Differentiated teaching through numeracy allows for open ended and challenging tasks that are achievable by every student and their individual needs and projects. Individual discussions with students about their artwork and process presents an opportunity to use language associated with numeracy. Students will need to be able to use reasoning when discussing their work to justify their decisions surrounding shape, form, angles, size, composition, spatial harmony and balance. This method of asking students to discuss and justify their choices encourages them to think about their thinking, therefore developing their meta-cognitive and problem-solving skills. A direct discussion using mathematical language places that knowledge in combination with contextual, real world experiences, therefore making the students’ learning more meaningful (Kemp & Hogan, 2000). This also allows for individual scaffolding to be designed depending on the nature of the students’ project, such as further modelling of numeracy skills.
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