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Time Frame
This unit will be designed for a one-month study within a semester long elective mathematics
course. The final week will be the assessment week. Scheduling from week to week within the
design plan is flexible. Educators should pace learning activities according to the needs of their
students.
Essential Questions
1. Can math explain what makes art look good?
2. How do naturally occurring phenomena, such as the golden ratio, influence our aesthetic
instincts?
3. Does art start with an aesthetic idea or with a mathematical composition?
Big Ideas
1. Students will understand that the proportion is a powerful element in artistic and architectural
composition.
2. Students will understand that mathematical proportions can be used to create paintings,
drawings, sculpture, and architecture
3. Students will understand the mathematics behind phi and recognize its occurrence in art and
architecture.
4. Students will analyze and interpret (individually and as a class) works of art and architecture
that utilize the mathematical proportions.
5. Students will understand that while art is subjective, there is a natural tendency to judge art
and nature based on the mathematical proportions present.





Content
Students will learn the structure of the Fibonacci numbers, as well as other related mathematical
topics such as square root spirals. Students will learn about elements of design that are utilized
in art and architecture that are based in mathematics. Students will learn what the golden
rectangle is and how it relates to art and nature.
Skills
1. Students will be able to utilize modeling software to generate the golden rectangle.
2. Students will be able to generate the Fibonacci spiral by hand.
3. Students will be able to critique art and architecture through a mathematical lens.
4. Students will be able to calculate the Fibonacci sequence.
5. Students will be able to create art using mathematical relationships.
Assessment Options
Formative Assessment:
Students will be asked to perform several tasks that will help the teacher monitor and assess
student understanding and achievement. Some tasks include exit quizzes after discussion based
classes (ex: generate the first 10 Fibonacci numbers), digital portfolios, identifying the golden
ratio in art and architecture, writing art critique papers which explain how the artist used
mathematical concepts, creating the golden rectangle (and square root spiral) by hand or with the
use of Geometers Sketchpad, taking photographs whose composition illustrate the golden ratio,
and journaling about classroom discussions and questions.
Summative Assessment:
Students will create original works of art using mathematical design elements produced in
modeling software and by hand. Works of art will be displayed in a class exhibit (Valle &
Connor, 2011, p. 81). The exhibit has potential to be viewed by other students in the school
(showcase), parents, and artist/mathematician communities (via a digital gallery). Valle and




Connor outline the universal design for instruction (UDI) as designed by a team of experts in
various fields at the Center for Universal Design at North Carolina State University (p. 77).
They highlight the importance of varying ways in which students can be assessed and the
formats in which they will present their work (p. 78). This curriculum accounts for that
inclusivity. Students may choose to describe their artistic and mathematical process in a short
reflection paper incorporating research discussed in class. Papers will also reflect on one
classmates exhibited artwork. All student work throughout the unit will be amassed in a digital
portfolio, with multiple components.
Technology Integration
Pinterest
Student will use Pinterest as a journaling tool throughout the unit to showcase examples
of the Fibonacci sequence. Pinterest was chosen because of its use as a picture cataloging space
in which short descriptions can be added to each pin. Students will be able to use the social
media aspect of Pinterest to view each others pins and even re-pin classmates pins and
comment on them. Students will be able to organize their pins into digital bulletin boards and
can use Pintrest as a way to collect ideas and inspiration for their final projects.
Dynamic Geometry Modeling Software: Geometers Sketchpad or Geogebra
Students will use Geometric Modeling software to explore the geometric ratios that are
introduced in the unit. The use of Dynamic modeling software is included because students are
able to get more out of exploratory geometric activities through its use than with pen, paper,
compass and ruler. Nordin, et al. suggest that students can be more investigative in trying out
their ideas and they will not have to worry about time as the use of GSP negates time as the
deterrent. Consequently, the use of GSP may produce generation[s] who are not only ICT
literate but also Mathematic literate (2010, p. 116).




Dynamic modeling software will allow the students to do three things in the context of
this unit. First, students will be able to dynamically visualize and alter the ratio relationships in a
manner that would otherwise not be possible. Second, students will also be able to use the
software to create golden ratio templates that can be superimposed onto works of art. This will
allow them to identify the presence of the golden ratio, something that would be much harder to
do without the template. Finally, students will be able to create designs and patterns within the
software. This will allow students who may not be comfortable drawing to create works of art
geometrically, eliminating any frustration or anxiety they may have about having to draw.
Additionally, in an effort to achieve inclusivity, this digital application of the content is
designed to accommodate a wide variety of individual abilities (Valle & Connor, 2011, p. 78).
Camera Awesome
Camera Awesome is a free app that superimposes golden ratio templates over the screen
of a smart phone or iPad allowing the user to take photographs using the golden ratio as a
compositional guide. Students will take photographs using the app and will able to share their
art through social media and in a class exhibit or gallery (digital and in physical space).





Week 1: Introduction of ratios, the Fibonacci sequence, and the Golden Ratio
Key Concepts
Students will understand the mathematics behind phi and recognize
its occurrence in art and architecture.
Essential
Questions

Can math explain what makes art look good?
Terms
Fibonacci, Fibonacci sequence/numbers, Golden Ratio, phi, polygon
interior, segment, translation, vector
Skills
! Students will be able to calculate the Fibonacci sequence.
! Students will be able to critique art and architecture through a
mathematical lens.
Learning Activities
1. Pre-assessment on ratio, proportion, and patterns.
2. Teacher quotes without mathematics, there is no art. Students
must discover who said this (Internet quest) and 5 facts about that
person. Small groups share facts about Luca Pacioli.
3. Students view portrait of Pacioli (by Jacopo de' Barbari c. 1495).
Students take part in a 2 minute quick write, detailing as many
observations as they can make and then discuss these observations
about the portrait as a class. Exit ticket prompt: If you were going
to commission a painting of yourself, what would you insist be
depicted?
4. Highly structured journaling: Name three things that Pacioli and
Da Vinci may have taught each other and why you think that.
5. Flipped classroom: students watch TEDtalk on Fibonacci
Numbers (Arthur Benjamin) in advance of class and come into
class with questions they have about the video. In class, students
read chapter 6 from The Number Devil (Enzensberger).
Assignment: Students complete The Number Devil Study Guide
Questions (Zampini) Students draw an example of the Fibonacci
numbers either in nature or in a student-imagined scene.
6. Exploration of the Fibonacci sequence and the squares of the
numbers through a variety of mathematical prompts and activities.
Exit Ticket: What are the first 10 numbers in the Fibonacci
sequence. Explain how you generated this number sequence.
7. Students will be introduced to the Geometers SketchPad software
and do the tumbling block activity from Exploring Geometry with
Geometers SketchPad. Teacher may choose to alter the activity
so that students create a tumbling block design using the
Fibonacci numbers instead of the repetition of four blocks which
the activity suggests. Semi-Structured 3 2 1 journaling:
Write three things you learned, two things you want to know, and




one clarifying question you have about Geometers Sketchpad.
8. Students will pin to a class Pinterest page based on a weekly
prompt. Each pin must include a short reflection caption
describing the pin and why they chose it. Week 1 Pinterest
prompt: Pin the Fibonacci sequence found in nature.
9. The final assessment and rubric will be distributed and discussed
as a class.
Assessments
! Pre-Assessment
! Exit Tickets
! Journaling
! Conversation and class discussions
! Pinterest post
! Introduction of Final Assessment: Digital Portfolio
Materials
! Projector
! Internet access
! The Number Devil, a class set or enough for small groups to share
(or copies of chapter 6)
! Handouts: exit tickets, The Number Devil Study Guide Questions,
final assessment task and rubric
! Geometers Sketchpad, or Geogebra, in a computer lab or class set
of computers






Week 2: Exploration of Golden Ratio in Art and Architecture
Key Concepts
Students will understand that the proportion is a powerful element in
artistic and architectural composition.
Students will understand that mathematical proportions can be used to
create paintings, drawings, sculpture, and architecture
Essential
Questions
Can math explain what makes art look good?
How do naturally occurring phenomena, such as the golden ration,
influence our aesthetic instincts?
Terms
Artistic composition, golden ratio, golden rectangle, phi
Skills
! Students will be able to utilize modeling software to generate the
golden rectangle.
! Students will be able to critique art and architecture through a
mathematical lens.
Learning
Activities
1. Whole Class Discussion: Elements of Design (Prompt: What is
artistic composition?)
2. Introduction of teacher-selected works of art and architecture that
illustrate the golden ratio.
3. Students will create the golden rectangle in Geometers sketchpad
using the activity in Exploring Geometry with Geometers
SketchPad. Students will print out their rectangles on
transparency paper and use them during selected activities to help
them identify and use the golden ratio.
4. In pairs, student research (in the library or computer lab) selected
artists and art that implement the golden ratio. Students will use
their transparencies of the golden rectangle to evaluate and
compare art and architecture they research.
5. Discussion: Are all ratios golden? Are some ratios better than
others? Hands-on activity from the Metropolitan Museum of Art
curriculum resource Islamic Art and Geometric Design: Activities
for Learning.
6. Highly structured journaling: Where have you seen the golden
ratio in nature? Have you ever noticed the golden ratio in art or
architecture? Why do you think artists use the golden ratio as a
design element? How is the golden rectangle related to the
Fibonacci numbers?
7. Students will pin to a class Pinterest page based on a weekly
prompt. Each pin must include a short reflection caption
describing the pin and why they chose it. Week 2 prompt: Pin
Fibonacci sequence found in art.
8. Students will take measurements of various limbs and digits and
see if their anatomy conforms to the golden ratio. They will share
their results with a partner and journal about the implications of
judging people by these measurements. The activity can be
repeated or expanded to the human face.
9. Highly structured journaling: What is phi and where is it found in
nature?




10. Museum field trip (virtual or on-site) to the Metropolitan Museum
of Art, New York City
11. Critique (paper or presentation). Students may choose to focus on
one artist and work of art/architectures use of the golden ratio or
on an example of the golden ration in nature.
Assessments
! Journaling
! Conversation and class discussions
! Pinterest post
! Paper or Presentation (student choice) Art Critique
Materials
! Projector
! Internet access
! Printed templates from the Metropolitan Museum of Art
Curriculum Resource Islamic Art and Geometric Design:
Activities for Learning
! Markers, Colored Pencils, Compasses
! Geometers Sketchpad in a computer lab or class set of computers
! Transparency paper
! Access to art books (library) or digital art databases (computer
lab)
! Lists of relevant artists, art, architecture for student research
! Tape Measures





Week 3: Applying the Golden Ratio
Key Concepts
Students will analyze and interpret (individually and as a class) works
of art and architecture that utilize the mathematical proportions.
Essential
Questions
Does art start with an aesthetic idea or with a mathematical
composition?
Terms
Fibonacci Spiral, golden ratio, golden rectangle, phi
Skills
! Students will be able to generate the Fibonacci spiral by hand.
! Students will be able to critique art and architecture through a
mathematical lens.
! Students will be able to create art using mathematical
relationships.
Learning
Activities
1. Students will construct the golden rectangle by hand.
2. Students will execute the square root spiral activity from
Exploring Geometry with Geometers Sketchpad. They will
compare and contrast the square root spiral and the Fibonacci
spiral they created by hand in small groups.
3. Students will be split into groups and assigned a piece of art to
investigate. Students will examine either aesthetic or
mathematical composition of the same pieces, then share and
discuss what they find. Teachers are encouraged to supplement
and/or replace works of art to better suit the class cultural
dynamic.
4. Students will create an artwork in the medium of their choice
based on an assigned mathematical or aesthetic term/idea.
Students can watch The Metropolitan Museum of Arts video on
Connections/Grids give them ideas on how to start with a
mathematical idea and implement an artistic idea.
5. Students will use a free App (Camera Awesome) to take
photographs that use the golden rectangle as a framing tool.
6. Students will pin to a class Pinterest page based on a weekly
prompt. Each pin must include a short reflection caption
describing the pin and why they chose it. Week 3 prompt: Pin
Fibonacci sequence found in architecture.
7. Semi-structured journaling: What Ive learned about the golden
rectangle is I think art should start with.
Assessments
! Journaling
! Conversation and class discussions
! Pinterest post
Materials
! Projector
! Internet access
! Graph paper
! Compasses
! Camera Awesome App
! Samples of Art/Architecture
that utilize the golden ratio





Week 4: Final Assessment and Class Exhibit
Key Concepts
Students will analyze and interpret (individually and as a class) works
of art and architecture that utilize the mathematical proportions.
Essential
Questions
Does art start with an aesthetic idea or with a mathematical
composition?
Terms
Fibonacci Spiral, golden ratio, golden rectangle, phi
Skills
! Students will be able to utilize modeling software to generate the
golden rectangle.
! Students will be able to critique art and architecture through a
mathematical lens.
Learning Activities
1. Student will create works of art using mathematical design
elements produced in modeling software and by hand.
2. Class will curate an exhibit of student art, deciding a title for the
show, sequencing, presentation, etc.
3. Each student will describe their artistic and mathematical process
in a short reflection paper incorporating research discussed in
class. Papers will also reflect on a classmates exhibited work.
4. Open-ended journaling: What I find interesting about the golden
ratio is
5. Students will pin to a class Pinterest page based on a weekly
prompt. Each pin must include a short reflection caption
describing the pin and why they chose it. Week 4 prompt: Pin a
work of mathematical art you created!
Assessments
! Journaling
! Conversation and class discussions
! Pinterest post
! Final Assessment: Digital Portfolio
(For rubric and assignment, see Assessment)
Materials
! Projector
! Internet access
! Space for exhibition: digital (website) or physical space/showcase