Go Figure! Using the Art of Jasper Johns to Teach Number Concepts - Put on Your Math Goggles!

Oct 15, 2026

Uploaded by dhado

Go Figure! Using the Art of Jasper Johns to Teach Number Concepts explains how to integrate visual arts into early childhood mathematics. It argues that art-based activities strengthen observation, imagination, reasoning, communication, and critical thinking, while also motivating learners and supporting problem solving and collaboration. Practical classroom steps describe introducing children to an artist via images, having students create art using simple materials, then using “math goggles” to explore number embedded in the artwork, focusing on Jasper Johns’ color numeral figures and number relationships.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages5

Reading Time13 min

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Dimensions of Early Childhood Vol 42, No 2, 2014

Go Figure! Using the Art of Jasper Johns to Teach Number Concepts

Put on Your Math Goggles!

Who is Jasper Johns?

Go Figure! Using the Art of Jasper Johns to Teach Number Concepts Discover how to seamlessly integrate the visual arts into a Robin Ward mathematics activity. Paint, pastels, and colorful collages in the mathematics classroom? But, of course! It is hard to deny the natural connection between mathematics and the visual arts, as both disciplines embody the study and use of line, shape (two-dimensional), form (three-dimensional), patterns, proportion, and perspective. In the study and creation of art, students are encouraged to use their intuition, perception, imagination, inventiveness, and creativity while they discern, interpret, reason, and draw inferences. Additionally, children in art classes are observing, envisioning, innovating, and reflecting (Hetland, Winner, Veenema, & Sheridan, 2007). These abilities develop children’s intelligence, argues David Perkins (1994), Senior Co-director of Harvard University’s Project Zero, asthe practice of looking at art requires thoughtful attention to what the artwork has to show and say (National Art Education Association, 2009) . In fact, as early as age four, children begin to “think of the visual arts as a tool for communicating” and use this second language to express their feelings and to make sense of the complex circumstances of their lives (Cole, 2012, p. 82) . Don’t we, as educators want our young children to develop these same talents, cognitive and communication skills, and abilities as they learn mathematics? A growing body of evidence continues to present compelling evidence that connects student learning in the arts to academic and social skills (Bransford, et al., 2004; Burton, Horowitz, & Abeles, 2000; Deasy, 2002, 2008; Korn-Burtsztyn, 2012; McCarthy, Ondaatje, Zakaras,& Brooks, 2005; McDonald, 2010; Ruppert, 2006) . For example, arts instruction can increase learning and achievement by boosting literacy and English Language Arts (ELA) skills, advancing math achievement, and developing critical thinking (Arts Education Partnership, 2013; McDonald, 2010) . Arts instruction can also engage and motivate students (Catterall, Dumais, & Hampden-Thompson, 2012; Deasy, 2008; Perrin, 1994; Ruppert 2006; Seif, 2013), strengthen students’ problem solving abilities (Hamblen, 1997; Rabkin & Redmond, 2006; Ruppert, 2006), foster mathematical thinking (Seif, 2013), build collaboration and communication skills (Perrin, 1994; Ruppert 2006; Seif, 2013), and increase capacity for leadership (Cole, 2012). Additionally, arts instruction emphasizes the importance of children taking small steps, practicing to get better at something, and being persistent and patient (Burton, Horowitz, & Abeles, 2000; Deasy, 2008; Eisner, 2002; Nathan 2012; Seif, 2013) . The visual arts are crucial, particularly in early childhood, as they provide an entry point to engage different kinds of learners and activate the learning and growth of young children (Cole, 2012) . The visual arts engage different kinds of learners. Despite convincing research and strong public support, education budget cuts have forced schools and districts to limit or even eliminate arts instruction. As educators, we need to address the critical need to preserve and, in those cases, re-integrate the arts back into the school curriculum mostly because the arts are foundational to high quality early education (Korn-Bursztyn, 2012) . How can we do this? It is easier than you think! Not an artist? Have no fear! Let me share how simple it is to infuse a mathematics lesson with the visual arts. Dimensions of Early Childhood Vol 42, No 2, 2014 23 Go Figure! Using the Art of Jasper Johns to Teach Number Concepts Put on Your Math Goggles! For the last seven years, I have been teaching an integrated mathematics-visual arts program at two preschools in Texas. Each week, I introduce the children to a new artist and, using a PowerPoint slideshow presentation, I show several quintessential pieces of the artist’s work. I encourag

FAQs

Why integrate visual arts into early childhood mathematics lessons?

The text links arts instruction to improved academic and social skills, including literacy and math achievement, critical thinking, engagement, and stronger problem solving and collaboration.

How does the “math goggles” approach work in the classroom?

After children view and create art inspired by an artist, they put on “math goggles” to explore mathematics embedded in the artwork and connect learning to number concepts.

What role does Jasper Johns’ Color Numeral Series play in the activity?

Students view Johns’ color lithographs featuring digits and then create their own works on pre-printed digits, using the activity to support number development and relationships among numbers.

Oct 15, 2026

Uploaded by dhado