Introduction

First block students of the second year Interactive Mathematics Program (IMP) participated in a Community Service Learning project that focused on enhancing the school climate. Specifically, they designed a tessellating pattern on the scale of a mural to be placed in the math hallway. A local artisan, Jan Van Fleet, directed this project.

Timeline and Description of Student and Program Participants

The class consisted of 20 sophomores and juniors. They met on Fridays for 75 minutes during the regular scheduled block. They were approximately 12 such sessions during the fall semester of 2004.

Materials and Resources Needed

  • Tagboard
  • Metric Rulers
  • Scotch Tape
  • Colored Pencils and Permanent Markers
  • Plexiglass
  • Clarisworks Computer Software
  • Janet Van Fleet (local artisan)

Essential Questions

How can mathematics and art be integrated around a common theme?

Focusing Questions

What type of tessellation can be developed that will have meaning to the students?
How can the design be adapted to a framed area to the math hallway?

Rationale

The relationship between mathematics and creative thought is under emphasized in the curriculum. In addition, the hallways of the school are sterile and uninviting. This project gave the students the dual opportunity of applying geometric patterns as an extension of their "Do Bees Build It Best?" unit, while working as a creative resource body whose goal was to visually enhance one wall in the school.

Culminating Activities

The finished mural was mounted on the math hallway along with a plaque that lists the participants in the project.

Addressing Service Learning Best Practices

Curricular Goals

  • In determining what shape would make the best cells for honeycombs, tessellation polygons are preferable since they offer the most efficient use of space and resources. This project extended the application of tessellations beyond the practicality of nature to a more creative medium.

Assessment

  • The classroom teacher non-formally observed the individual contributions of each student to the team project. This consisted of a grade based upon a 100-point scale.

Service Goals

  • To enhance the school climate by creating a visual image that would have meaning to the community.

Participation

  • All 20 students contributed to an evolution of designs, based upon increasing complexity and a unifying theme. As the concept was narrowed, group dialogue was a necessary component when developing the final project.

Diversity

  • A typical IMP II classroom is heterogeneously grouped. The final project, with its unique shields, represents a cross-section of the interests of the school community.

Community Connection

  • As the math hallway is populated by hundreds of students in any given day, the environment has been enhanced with color, design and purpose as a result of this project.

Preparation

  • Janet Van Fleet and Colleen O'Patry prepared all of the materials and researched the information necessary to understand the concept of tessellations.

Reflection

  • At the end of a cluster of designs, Janet would ask the class to step back and evaluate what they had done, specifically in regard to visual appeal, complexity and content. Revisions were made accordingly.

Celebration

  • The final mural was assembled and displayed in the classroom on the final day of the semester. Our artist-in-residence was present for the "unveiling." A reunion of the students on site when the plaque is affixed would be appropriate.