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    • Start small. We started with a cross curricular project to sample what it would be like to bundle two courses together.  We worked very hard to legitimize our program and be certain the students were gaining new skills and not losing content.  

      Students with math anxiety were enjoying their work. Students who thought they weren’t artistic were able to express themselves creatively.  

      When you face challenges starting something new, it’s important to take time and reflect on the bigger picture of what motivated you to start in the first place.  It always came back to the students and parent feedback for us to feel we were making a difference. We would encourage anyone starting out to stay the path. Seek out people who will help motivate you.

      Although it was not our main focus, our students did very well on the province’s standardized testing and that helped people realize what we were doing was working. 

      We have a video of “six quick tips to getting started bundling courses”.

      We are also working on a educator’s book that will be available in 2020 about approaches and strategies to bundling courses. Our ArtGram book is a nice introductory sample project if you’re looking to blend Art and Math.

    • This is a great question! One of the first steps in outlining the projects for the bundle was to sit with our curriculum and align topics that we thought would fit together. The Ontario Math curriculum follows a bit of a different flow. In Grade 9, students learn measurement, algebra, linear functions and geometry. Typically we would teach those topics in stand alone units, but in the bundle we are able to revisit topics that relate to the project we are working on. For example, we covered volume in our first project and again in our fourth. Determine the equations of lines comes up in three of our units. This method of teaching is called “spiralling”. It has been shown to help students with retention because they have multiple opportunities to connect with the topics. We know that math in the US is taught differently at the secondary level in some States, but the same process could be used to determine art projects that align with content. Teachers at the elementary level are able to integrate even more topics into a project. Some of the projects we cover have connections to Science, Business, English or History. Teaching the bundle has been such a great exercise in delving deeper into curriculum expectations and learning what others are doing within our building.

    • Thank you for this amazing opportunity to connect with a new community! If you didn’t get a chance to watch our TEDx, it’s the best way to summarize our program and initiatives. 

      We share a lot of what we are doing through social media. The best place to find current projects and events would be through Twitter and Instagram using our handle: @ArtofMathEd. We would love to see what others are doing with their students as well! 

      We have published several classroom ready resources that are available on Amazon. ArtGram is a book for grades 7-9 combining Art and Math activities. 

      We are currently working on a new educators’ book that will be available Spring 2020. Join our mailing list on our website if you’d like to be contacted when it’s ready. 

      For an up-to-date list of classroom resources, visit our website: www.artofmathed.wixsite.com/educate

      Or email us at: artofmathed@gmail.com

      A final photo of our students showcasing a collaborative piece at Museum London in London, Ontario.

    • Thank you for reaching out! We have never attended this conference but will definitely look into submitting a proposal. We have heard amazing things about the education system in Finland. It would be an incredible opportunity!