Art-Transformation​- Students will be exploring transformations in art using art books, the

internet, and art museums galleries. They will research abstract and representational
transformation artworks. Students will provide a written observation of an artwork to identify the
use of transformations. Students will subsequently create their own transformations art by
producing preliminary sketches before the finished image. Students will record and reflect on
how they used transformations in their work.

GRASPS
Goal
● Your task is: create artwork to demonstrate and explain transformations (translations,
reflections, rotations, and dilations)
● The goal is to: connect transformations (math) in art
● The problem or challenge is: help people recognize math in art
● The obstacles to overcome are: changing people’s perspective

Role
● You are: artist, researcher, art critic, and mathematician
● You have been asked to: help people recognize math in art through transformations
● Your job is: to create an artwork with transformations

Audience
● Your clients are: children, peers, adults, artists, mathematician, educators, museum
curators
● The target audience is: the general population and museum curators
● You need to convince: them how art incorporates concepts in math

Situation
● The context you find yourself in is: A museum curator, for the Blanton Museum of Art,
is having trouble helping young children on a school trip see math in art. The curator
asks for your help and asks if you can make a connection with math in the arts.
● The challenge involves dealing with: clearly communicating ideas of transformations,
engaging the audience,

Product, Performance, and Purpose

● You will create a written observation of other artworks in the museum in order to
develop a collection of math in art
● You need to develop your own transformation artworks so that you have the
experience to demonstrate math in art using the technique you learned in class

Standards and Criteria for Success

● Your performance needs to: a creative transformation artwork with a description and a
well written and supported observation of transformation in art.
● Your work will be judged by: peers, artists, museum curators
● Your product must meet the following standards:
○ Involve two or more transformations (dilations, translation, reflection, and
rotations)
○ Explain how you create your work using coordinates
○ How you identified transformations in artists’ work
Holistic Rubric:
Criteria

4-point A four-point response is complete and correct.

This response:
● Demonstrates a thorough understanding of the mathematical concepts
and/or procedures embodied in the task
● Indicates that the student has completed the task correctly, using
mathematically sound procedures
● Contains clear, complete explanations and/or adequate work when
required.

3-point A three-point response is partially correct

This response:
● Demonstrates partial understanding of the mathematical concepts and/or
procedures embodied in the task
● Addresses most aspects of the tasks, using mathematically sound
procedures
● May contain an incorrect solution but applies a mathematically appropriate
process with valid reasoning and/or explantation
● May contain a correct solution but provides incomplete procedures,
reasoning, and/or procedures
● May reflect some misunderstanding of the underlying mathematical
concepts and/or procedures

2-point A two-point response is incomplete and exhibits many flaws but is not completely
incorrect.
This response:
● Demonstrates only a limited understanding of the mathematical concepts
and/or procedures embodied in the task.
● May address some elements of the task correctly but reaches on
inadequate solution and/or provides reasoning that is faulty or incomplete
● Exhibits multiple flaws related to a misunderstanding of important aspects of
the task, misuse of mathematical procedures, or faulty mathematical
reasoning
● Reflects a lack of essential understanding of the underlying mathematical
concepts
● May contain a correct numerical answer but required work is not provided

1-point A one-point response is completely incorrect, irrelevant or incoherent, or a correct

response that was arrived at using an obviously incorrect procedure
 ● Students will make clever guesses based on limited understanding.

Students can not make clever guesses because they have to apply these skills to

a composition. Students with limited understanding can not guess because it will

reflect in their work.

● Students will recite back or plug in what was learned, with accurate recall but

limited or no understanding.

No, this is not a test. However, students should be able to understand what each

transformation is both mathematical and artistic. Students should be able to

know translation means slide, reflection is to reflect/mirror/flip, and rotation

means to turn. Students should also understand dilations are the same shape but

different sizes, whether bigger or smaller. They will apply these terms and ideas

into their artworks that display these with the correct coordinates of both the

original and transformed figure. These will be used to properly assess for

accuracy.

● Students will make a good-faith effort, with lots of hard work and enthusiasm, but

with limited understanding.

Students will make good-faith efforts, with lots of hard work and enthusiasm with

understanding. There is a process towards their final composition by producing

drafts of transformations on graphing paper. Students will use graph paper to

properly access for accuracy of points transformed with reflections, rotations,

translations, and dilations. If students have properly placed points after a

transformation shows a greater understanding of how points are transformed on

the plane. The information can be utilized on tests and following lessons on more
complex geometry material. The finished image will establish students' mastery

of transformations. Students will show mastery of transformations, if they

successfully produce a composition using the transformations. Also, students

will show themselves acquiring a greater stylistic or interpretive meaning within a

larger composition. If students develop patterns, it communicates a greater

understanding of how mathematical concepts relate to ideas of repetition,

pattern, and possibly perspective in art.

● Students will produce good looking products and performances, but with limited

understanding.

Yes, students will produce good-looking products and performances that

demonstrate understanding. Students will not only complete artwork with

transformations but two written reflections. The first reflection is on their artwork.

The self-reflection will check if each transformations is properly done and how it

was utilized. It will also reflect on the creativeness of their transformation artwork

and if they can recognize it in their work. The second reflection will look at other

artists' work. The self to other reflection extends the aspects of observing

transformations in the artists’ work. However, it seeks to know why they choose it

and how it supports other works. Also, students encourage to see if they

detected trends in their research.

● Students will apply natural ability to be articulate and intelligent, with limited

understanding of the content in question.

Yes, students will apply a natural ability to be articulate and intelligent.The

situation will need students to effectively communicate and engage young

children in an art museum of math in art. Students will also need to communicate

and engage with the museum curators to recount their own experiences with

them for guidance with connections of math in art.

● Students will fail to meet the performance goals despite having a deep

understanding of the big ideas? (For example, the task is not relevant to the

goals.)

No, the task is extremely relevant to goals in mathematics. One of the goals in

mathematics is to discover real-world applications of math learned; students

have trouble establishing those connections. The assessment will allow students

to see math in one form of the real world. It will also allow students to apply their

knowledge of transformations in creative ways. Also, it can be used to help build

goals in art. A standard in art is "the willingness to experiment, innovate, and take

risks to pursue ideas, forms, and meanings that emerge in the process of

art-making or designing".

● Students will fail to meet the scoring and grading criteria used, despite having a

deep understanding of the Big Ideas? (For example, some of the criteria are

arbitrary, placing undue or inappropriate emphasis on things that have little to do

with the desired results or true excellence at such a task.)

No, students will not fail to meet the scoring and grading criteria used; there are

several aspects of this assessment to ensure students can exhibit their

understanding. The first aspect is students will have to show their work of

transformations. Students will have drafts of artwork that includes coordinate

planes, original figures, and the transformed figure. The drafts will illustrate the
transformations both to the viewer and the artist. Students will then reflect on

their work and other artists' work. Students will utilize these experiences and

reflections to communicate with the museum curator on how best help young

children see math in arts. Students will also equally recognize math in art.