I chose to watch Nguyen’s video on origami fashion, and I was amazed by her creativity in designing origami-inspired clothing. The idea of using an oven during the making process also surprised me and made me wonder whether there could be any safety concerns since the materials are fabric. I also found myself wondering whether the clothing pieces she creates are washable or if they are mainly intended for one-time wear. Either way, I was really fascinated by her creativity and impressive hands-on making skills.
For this week’s activity, I decided to try folding the Miura-ori pattern that Nguyen used in her clothing designs. I simply used a Post-it note that was sitting beside my computer. As I followed the instructions in the video, by the time I reached the third diagonal column, I began to notice a pattern in deciding which edges should fold up and which should fold down. What amazed me even more was learning that a simple folding technique like this can eventually be used in applications related to space and satellites. It is incredible to think that folding a piece of paper can connect to such advanced technological uses. I think this would definitely be something worth sharing with students, and it’s the kind of example that can really spark their curiosity and make them go “wow.”
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Reading Reflection
Reading option b: Gwen Fisher (Bridges 2015) Highly unlikely triangles bead weaving
Summary:
This article presents the artwork created by Gwen Fisher based on impossible figures such as the Penrose triangle and other optical illusions. These artistic structures are made using beads and a weaving technique known as cubic right-angle weave (CRAW). In the article, Fisher demonstrates how this technique can be used to construct beaded versions of shapes such as triangles, squares, and frames that resemble impossible figures. She also extends these ideas to polyhedral forms like tetrahedra and dodecahedra, which do not have corresponding optical illusions but still showcase interesting geometric structures. Through these examples, the author highlights how bead weaving can be used to explore mathematical ideas such as geometry, structure, and visual perception. Fisher also notes that this work is ongoing, as she continues experimenting with new ways to create additional impossible figures through bead weaving.
Stop 1:
The idea that impossible figures such as the Penrose triangle appear to be 3-D objects, but they cannot exist in real space really caught my attention because it shows how our brains can be easily tricked by visual representations. When I first saw images of impossible figures like the Penrose triangle, they looked completely realistic to me. However, when I think about how the structure would actually exist in 3-D space, I realize it is impossible. What I find interesting in Fisher’s work is how she used bead weaving to create a physical object that still produces the illusion. This makes me think about how mathematics, art, and perception are closely connected
Stop 2:
The main idea that Fisher used the cubic right-angle weave (CRAW) technique to create geometric bead structures that resemble impossible figures made me reflect on how mathematical ideas can appear in unexpected art forms. At first glance, beadwork may seem purely decorative, but the patterns, color arrangements, and structures actually require careful thinking about geometry, angles, and spatial relationships. This is also another good example that shows how mathematical creativity can exist in craft and handmade art, not just in formal classrooms.
Discussion questions:
Could creating mathematical art such as beadwork or origami help students who struggle with traditional math instruction?
What challenges might teachers face when trying to integrate art-based activities into a mathematics classroom?
Sukie, I am impressed with how quicky you made your origami folds! I wrote about the same activity and found it quite frustrating. I keep coming back to the idea that the materials used matters. I do plan on trying it again. I also enjoyed the connections you made to your daughters boats she made.
ReplyDeleteI do think we can use art to help our students understand mathematical concepts. Colleen K. and I have been working on teaching the concept of pi to grade 3 students and my students are actually seeing the concept come alive. We needle felted circles, measured the diameter with pipe cleaner, felted around the pipe cleaners and added each segment to the circle. Voila, 3 segments with a little gap leftover.
What I notice for sure is that I don't see math anxiety when students are creating or crafting. I intend on building my arsenal of math/art activities each year.
Hi Sukie,
ReplyDeleteLike Kristie I am also very impressed by your origami!
I attempted the activity but sadly became too frustrated to continue (this sort of thing is very difficult for my brain to figure out).
I think that other issues emerge when students (or even adults in my case), face performing mathematics through folds or other intricate works. For some of my students, their low threshold for frustration and perfectionism often gets in the way of art tasks. I don't think this is a bad thing though. Just something to note. Students should be exposed to challenges and have to reach deep into the gritty part of themselves to continue on. We just have to be conscious of this and make sure to preload and prep students on how to handle their frustrations.