In the dynamic landscape of education, creating an engaging and interactive learning experience is crucial to the holistic development of young minds. In our CE2/PYP3 class, we embarked on an exciting journey into the world of 2D and 3D shapes, seamlessly integrating the fields of maths and art. This interdisciplinary approach not only made learning fun, but also fostered a deeper understanding of abstract concepts.

Linking maths and the arts:

The synergy between maths and the arts became evident when we delved into the study of polygons and volumes. Through hands-on activities, we discovered innovative ways to connect these seemingly separate subjects, creating a rich tapestry of learning for our students.

Shape collages:

To tackle two-dimensional shapes, we suggested that pupils use a remnant of stickers. The pupils worked as much on their fine motor skills (peeling off the stickers) as on their imagination, as the assignment was to draw something new in the spaces thus created.



Geometric masterpieces :

Christmas was approaching and we needed to create a gift to take with us. So we turned our attention to sculpture. Armed with clay paste, the students transformed abstract geometric concepts into tangible objects. To add a festive touch to their creations, the students were able to add sequins, pieces of fabric or leather, fine gold or copper threads and a few pearls. This practical experience enabled them to deepen their understanding of shapes and volume thanks to the constraints inherent in working with clay: sufficient thickness, inclusion of objects, working with reinforced gold threads.

To continue their study of volumes, the pupils were given the opportunity to construct 3D shapes using patterns printed on coloured paper. We took our inspiration from Paul Klee’s work Castle and Sun.

                            ←Paul Klee – Château et Soleil   

Mathematical patterns in art:

We explored the fascinating link between mathematics and art by looking at how patterns play a role in both disciplines. Students were encouraged to create symmetrical designs using coloured friezes, reinforcing their understanding of symmetry and space while stimulating their creativity.

They also looked at some of Victor Vasarely’s works and worked on their essential mastery of the ruler to draw a sort of grid, opening the door to intense discussions on the optical illusion thus produced.

                                  ←Victor Vasarely                      

Fluidity of gesture and precision

Finally, after looking for the best way to draw a circle and a square freehand, the culmination of our work on geometry was to work on still lifes with one or two simple volumes, using charcoal. This medium allows for mistakes and makes it easy to catch up. We were then able to tackle the notion of perspective, focal point and horizon, as well as the relationships between the volumes themselves in terms of shadow, cast shadow and position in planar space.

In our CE2/PYP3 class, the integration of mathematics and art in the study of 2D and 3D shapes proved a resounding success. By interweaving these disciplines, we offered our pupils a multi-faceted learning experience.

We witnessed not only academic progress, but also the development of creativity, critical thinking and a genuine love of learning, all of which testify to the powerful impact of combining mathematics and the arts in the classroom.



By Claire L.