Wednesday, October 10, 2012

Math in Art Class

I expected a protest. I got one. But it didn't happen until 5th period. That it took that long was the surprise.

The lesson plan was curious. On Wednesday they had a drawing assignment. On Thursday the assignment was a packet on fractions--simplifying, improper fractions, and mixed numbers. Strange.

The TA explained. The class was construction skills. It goes along with the wood shop class. They have to be able to sketch what they want to build. And they have to be able to measure accurately.

Okay, then.

All the morning classes accepted Thursday's assignment without complaint. They worked on it. I got the usual sorts of questions. Many finished it.

Then 5th period arrived. They complained. "This is an art class!"

Yes and no. I explained the importance of math in this context.

They weren't having any of it. They didn't do math. So, they spent the period in conversation, starting with a run down of every teacher they ever had that they hated.

(This stuff is fascinating. I learn who's been fired and why. I also see how they feel about teachers that I've met. Sometimes I agree with their assessments. Sometimes I don't. But I would still rather see them get some work done.)

Then 6th period came in and complained about having to do a math packet, too. But unlike 5th, they accepted my explanation, and most of them actually did it.

There's always that one class. One period that just has to be difficult. I'm not sure why.


  1. I think the class that successfully avoided doing math is the smartest of the bunch.

  2. Interesting. Math is such an important skill, it should be embraced more readily by the young.

  3. It makes me roll my eyes. Give them some calculus and then they'll shut up about the fractions.


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