Learning Numbers Using Patterns, Shapes, and Forms

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Introduction

The Arts in schools often center around the child gaining aesthetic understanding and

expressions of ideas which are created through human expressions including music, visual

expressions, dance, dramatization, and media which can be experienced either separately or in

blends. The Arts give a scope of media to children to put themselves out there inventively and to

foster a basic enthusiasm for their works and those of others(ACARA, 2010; Western Australian

Curriculum Framework, 1998). The Northern Territory Curriculum Framework expresses that

the Arts are dialects, in that, they have their shows, codes, practices, and general structures.

Therefore, they are rarely nonpartisan. They help to develop, support, challenge and change

social, economic, political, and religious qualities. And further, They can set up the positive

advancement of a youthful psyche bound to connect in an always evolving world, and give the

fundamental abilities, certainty, and character-building that is important in addressing the

difficulties and openings that life will introduce ( ACARA, 2010).

Programs related to arts have been created by a scope of private members in light of both the

acknowledgment of the significance of the Arts in learning, as shown through research, and the

acknowledgment that there are regularly few numbers of art instructors in schools, especially in
remote regions. More so, few community artists are willing to make themselves accessible as

providers of the programs. Arts teachers convey arts programs that as of now mirror the

educational curricula of states and regions around Australia. In 2009, the Victorian Department

of Education and Early Childhood Development delivered a report whose objective was on the

relevance of partnering with the arts sector in the enhancement of learners engagement, social

learning, customized learning, advancement, and the improvement of arts-related knowledge

(Nutton et al., 2011).

Body

This paper discusses a way through which visual art can be integrated into the teaching practice

to aid children of the age 5 to 8 years old to learn numbers. Visual art envelops a broad scope of

visual modes that pre-schoolers use for communicating, imparting, interceding their speculation,

taking part in aesthetic investigation and examination. What is characterized as visual

expressions are formed by social and cultural qualities. Some normal models incorporate canvas,

mud work, sculpture, weaving, development, photography, wearable craftsmanship, cutting,

printing among others even though there are a lot more methods of visual articulation and

investigation.

Be that as it may, research has demonstrated the visual arts to be a rich space through which

children aged 5 to 8 years can investigate and address their encounters, thoroughly consider and

extend their functioning speculations, and foster their innovative reasoning. It is through the

visual arts that kids find out about the emblematic frameworks of portrayal and correspondence

esteemed by their communities. The utilization of numbers in visual art/plan learning involves

observation, analyzing, measuring, and understanding the connections between numbers, shapes,

structures, and rhythms to acquire spatial congruity and equilibrium when making design works.
The actual magnificence of our developed world has advanced from the understanding of rules

underpinning numbers and their relationship with the world (Hemenway, 2008; Pickover, 2009).

The excursion to this comprehension for all understudies includes noticing the full scale or the

miniature universes of the earth and the universe. It includes finding their mathematical

privileged insights and afterward applying them to one's design problems and critical thinking

measures that rise out of a social, cultural, or individual need.

Art/design is grounded in imaginative ideas and critical thinking. It esteems singular

experimentation and energizes the possibility that children aged between 5 to 8 years can utilize

their minds to discover more than one way to approach, or undoubtedly settle, an inquiry or

issue. Distinctive perspectives are supported; open-ended inquiries are posed. Concrete and

theoretical thoughts are investigated through either the control of 2-D or 3-D reasoning cycles or

the choice of materials and structures. Expressions of the human experience additionally

cultivate thinking that supports the accompanying: the association of thoughts from a scope of

sources, like the normal world and the man-made universe of items and structures; and spatial

thinking, the utilization of the components and standards of visual craftsmanship and the

essential capacity to arrange, reflect, change and assess their visual portrayals when taking care

of problems. For children of the age between 5 and 8 years, several techniques can be employed

in teaching and learning numbers using visual arts. According to the Australian Curriculum and

Reporting Authority [ACARA] curriculum, these techniques include using inquiry skills,

experimenting using shapes and patterns and forms, and extending the visual design and spatial

thinking (ACARA, 2010).

This paper exploits the technique of learning numbers using patterns, shapes, and forms. In the

visual arts, this will require experimentation across the three structures: two-dimensional (2-D)
structure, three-dimensional (3-D) structure, and four-dimensional (4-D) time during the teaching

process. As an instructor, I will provide numerously and approaches to cross-examine the objects

of study by offering a wide scope of materials, just as framing and joining procedures, when

estimating and exploring different numbers in regards to designs, arrangements, shapes, and

structures. This will give the children the most extensive conceivable varieties of freedoms to

apply in the visual plan. These opportunities will incorporate the customary expressive types of

painting and drawing. When utilizing an assortment of forms, I as the instructor can stretch out

the child’s experimentation to incorporate numerous methods of addressing and applying

numeracy ideas, like repetition, scale, and extent when tackling issues of point of view. These

incorporate, yet are not restricted to, size, mathematical characteristics of numbers, and forms.

The child’s undertakings in these activities uncover the standards of extent, scale, space, and

design when refining thoughts and making arrangements of numbers. By offering the child

opportunities to learn numbers in different dimensional, it will open up the universe of spatial

learning and its interdisciplinary applications (Montello, Grossner, and Janelle, 2014). Working

with shapes, scale, and proportion, when applied to forms and designs, uncovers connections

between spatial learning and numbers (Knott, 2010).

This then, at that point discovers children experiencing the all-inclusive use of the ideas and

standards to incorporate techniques, systems, and versatile thinking as they work gainfully to put

together plans to take care of number challenges and refine arrangements. It discovers them

starting to control, change and assess as they point, through the utilization of spatial thinking and

numeracy, towards finding attempted and unique ends or arrangements in the useful world of the

visual plan. The children, at that point, will apply this gained knowledge to a particular cultural

and social problem they have chosen to research in visual art. This technique will additionally
require me as the instructor to be aware of play and creative mind in opening up inventive

opportunities for the child. Scale, extent, ratio, as well as harmony as ideas of aesthetic and

numerical excellence, will be applied to the surface design. By giving opportunities to the

children to see the object of their perception, from various points and in various settings, will

enlarge their comprehension of numeracy application in visual plan thinking.

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.