This document summarizes a study investigating the use of visual instruction to improve 3rd grade students' understanding of measurement and spatial relationships. The study was conducted at an elementary school where most students were economically disadvantaged or at risk. Students participated in an Op Art project where they used rulers to measure and create patterns with lines. Results showed improved math scores after the project, especially for limited English proficient students. The study suggests integrating visual arts with core subjects can strengthen conceptual understanding and benefit diverse learners.

1. Investigating Effectual Instruction to
Visual Intelligence
on Student Comprehension of
Measurement and Spatial Relationships
Susan R. McCoy
Temple Independent School District
October22, 2011

2. Research Content
TheProblem
Context
Literature Review
Objective
Methods
Results
Implications and Conclusion
References

3. Problem
Students Learn Differently
Notallstudentslearnandretain specificbodies of knowledge inthesameway.
Individualdifferences andintelligences are not accommodatedifdifferent from traditional
teachingstyles for linguistic – verbal orlogical–mathematicalintelligences.
Creativity andaesthetic experience are being disregarded ineducationas processes for
problem solving.

4. Art is Elementary
Hector P.GarciaElementary is oneof eight elementary schoolsinTempleISD.Serving acampus
populationof 559studentscomprised of 70%Hispanic,18%African-American,and10%White
and2% Asian.
GarciaElementary is aTitle1 campuswith 92%of thetotal student populationeconomically
disadvantaged,74%atrisk and 37%categorized asLimited EnglishProficient.
H.P.Garciaprovides a comprehensive arts educationintwo ofthefour arts disciplines: music
andvisualarts. Arts educationis provided for studentsKindergarten through5thgrade.
Where

5. Literature Review
Coachman,F. (2010).The relationships between finearts course enrollment andmiddleschool
andhighschoolacademicratings, Campusrating improvement andgraduationrates inTexas
public schools.Retrieved from:
http://www.tmea.org/assets/pdf/Fine_Arts_Enrollment_Data_Summary_2011.pdf
Hetland, L.,Winner,E.,Veenema, S.,& Sheridan,K. M.(2007). Studiothinking:Therealbenefits
ofvisualartseducation.New York, NY:TeachersCollege Press
Authorssurmise it is nottalent or a particularArts discipline that affectsdeveloping intelligence
but the“habits ofmind” thatare instilled bystudyingvisualart thatcouldpositively impact
student learning across thecurriculum.

6. Literature Review
Clark,S.(2006).Therelationship between finearts participationandtheemotionalintelligence
offifth-gradeelementary students. Doctoraldissertation, Brigham YoungUniversity. Retrieved
from: http://www.cedfa.org/strengthening-programs/program-support/all-fine-arts/
Accordingto this dissertation, “Althoughattemptshavebeenmadeto justify finearts education
inelementary schoolsonthe basisofvarious educationalandsocialbenefits”, thegreatest
benefit maylie inarts participation’s impacton thechild’s emotionalintelligence.

7. Objective
Art Improves Math Skills
Themaster codeof multipleintelligences presented byHowardGardnerin1984is simple; for
whatever youwishto teach,linkyourinstructional objectivesto words,numbers or logic,
visualart,music,the body,socialinteraction,and/orpersonal experience.
Instructionutilizing visualintelligence will be used to improve mathematicalskills and
understanding of third gradeTAKSmathobjective 3.111.15.3.11.Auselinearmeasurement
toolsto estimateandmeasurelengthsusing standard units

8. Methodology
GarciaElementary rated unacceptable2007-2008schoolyearby TexasEducationAgency.
2008-2009 schoolyearadministrationandstaffacceleratedprofessional development,
scheduledInstructionalcoaches,invested in specialprograms tobring studentsto proficient and
acceptablestatus.
Visual arts teacher consultedwith 3rd grade teachersto improve tested mathweaknesses.
Mathskills thatcouldbestrengthened using skills invisualarts were discussed andconcepts
anduses ofmeasurement would takeprecedence.
OverFebruary/March timeframeandmeeting oncea week3rd grade Art classes gained
knowledge andapplied measurement skills inOp Art Project.

9. Methodology
Math is in the Eyes of the Beholder
Five 3rd gradeself containedclasses withanaveragepopulationof 18students per class.
2 classroompopulationsare Englishspeaking
2 classroompopulationsare Bilingual/ESL
1 classroompopulationis Limited EnglishProficient
Third Grade Population
African American
Hispanic
White
69.9%
10.5% 18.7%

10. Methodology
Line is an Element of Art and Math
Op Art andartist Bridget Riley are introduced.
Movement in squares - Bridget Riley 1961
Tempera on board 122x122
Objective: Improvethird gradeTAKSobjective 4,skill 3.11.The Studentwill demonstrate an
understanding of theconceptsanduses ofmeasurement.
Teacher willgivedirect instructionofart process.
Students will review and teacherwill re-teachcore classroominstruction of measurement
andhow tofind it using a ruler: 1/8”,1/4”,1/2",and1” (also applicabletometric scale).
Students will review how toplot a straight line.
Students andteacher will discuss patternscreating positive andnegative space.

11. Results
In 2008-2009
3rd Grade Op Art Project
strengthened measurement skills
Math is a Beautiful Thing
Assessment Summary Results
http://www.pearsonaccess.com/cs/satellite?c=
Page&childpagename=Texas%2FtxPALPPALayout&cid=1175826712647&p
agename=txPALPWarpper
0 100
2009-2010
2008-2009
2007-2008
Limited English
Proficient
Non Limited
English
75%
58%
71%
82%
67%
85%

12. Implications and Conclusion
 Research Instruction using visual format as well as other multiple
intelligence formats to assist understanding for the LEP
student.
 Continue research on the association of visual arts in conjunction
with core classroom instruction to improve student understanding of
concepts and uses in other math skills.
 Practical application and repetition of a math skill will ensure
indelible knowledge.
The Op Art project in conjunction with the classroom teacher’s
instruction appears to have strengthened TAKS math objective 4 skill
3.11. The benefit of focusing on visual intelligence can be justified in
TAKS comparisons for the year prior to the Op Art project and the
year after when the Op Art project was not continued.

13. Reference
Berry, N.,Brockman,D.,Herbrich, C.,Hilborn, A.,Lewis, A.E.,Reese, E.B.(1998). Experience
art:Ahandbookforteachingandlearningwithworksofart.Aspen,CO:CrystalProductions
Boyes,L. C.& Reid,I.(2005). Whatare the benefits for pupils participatinginarts activities?
Theview fromtheresearch literature. Research in Education,73,1-14.
Deasy,R.& Stevenson,L. (2005).Third space:Whenlearning matters.Washington,DC:Arts
EducationPartnership. Retrieved from:http://www.cedfa.org/strengthening-
programs/program-support/all-fine-arts/
Eisner, E.W.(2002).Theartsandthecreationofmind.New Haven, CT:YaleUniversity Press
Gardner,H. (1990).Arteducationandhumandevelopment.Los Angeles,CA:TheJ.Paul
GettyTrust.
Goodwin,M.(2001).Visualartseducation:Settinganagendaforimprovingstudentlearning.
Reston,VA:nationalArt EducationAssociation

14. Reference
Hetland, L.,Winner,E.,Veenema, S.,Sheridan, K.(2007). Studiothinking:Therealbenefitsof
visualartseducation.New York,NY:Teachers CollegePress
Lazear,D.(1991).Sevenwaysofknowing:Teachingformultipleintelligences. Arlington
Heights, IL: skylight
ProfessionalDevelopment
Louv,R.(2006).Whychildren need an arts educationrenaissance. Retrieved from:
http://www.scribbleskidsart.com/generic.html?pid=162
Murfee, E.(1998).Eloquentevidence:Artsatthecoreoflearning. Washington,D.C.:National
Endowmentfor theArts
Murray, C.(2008).Real education.New York,NY:Three Rivers Press
Reardon,C.(2005Winter). Deep inthe arts of Texas. Ford Foundation.Retrieved from:
http://www.fordfound.org/publications

15. Reference
Stephens,P. &Walkup,N.(2001).Bridgingthecurriculumthroughart:Interdisciplinary
connections.Glenview, IL:Crystal Productions
Torrance, H. (2002).Connectingart to mathematics:Activities fortheright brain.Hal
Torrance/AmazonDigitalServices
alos-Tuley,B.(2003).Anexamination ofthe relationship between finearts experiences
andcreative thinking, academicself-concept,andacademicachievementof Hispanic students
ingrades 3, 4, and5 inselected southTexas schools.(Doctoraldissertation, Texas A& M
University). Dissertation AbstractsInternational,65 (01),008A. Retrieved from:
http://www.cedfa.org/strengthening-programs/program-support/all-fine-arts/