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Henry Matisse, The Snail. 1953

When you go to school in a different country and speak a different language, math and art become the universal language for you. I have seen that picture or painting before! I know how to solve that equation. Years later, one of the things that I love to do is to examine art through the “math lens.” Artists have been studying and using math to create their sculptures, drawings, and science to create colors or select the best materials to make works of art. What is your favorite work of art? Do you know the story behind that particular work of art?

One of my favorite works of art is “The Snail,” I actually saw it in person at the Tate Modern in London, UK. Henry Matisse created “The Snail” in 1953, while he was ill in bed. Because painting required more movement, he started to use paper cut-outs from his studio to create his artwork. He chose the colors and cut the shapes with scissors, then pasted the pieces into a canvas to create the painting. A couple of months ago, the students from Posada Esperanza and my family created a painting by arranging and pasting shades of green cardstock into a canvas. COVID-19 has giving us the opportunity to be resourceful with the materials we have at home to create contemporary art, while also learning school subjects. Now, it is time to create our own paper paintings.

Paper Painting 1: 1/4 +1/4 +1/4 +1/4 +1/4= 5/4

Paper Painting 2: 1+1/4 +1/4 +1/4 +1/4 = 2

Matisse, Math & Contemporary Art.

White canvas, piece of copy paper, or cardstock for the background. 

Several pieces of green (or any color that you have at home) cardstock cut in squares- sizes vary.

Glue

Scissors

Drawing with Scissors book.

Do you know a way to paint without using “actual paint”? Using food coloring and frosting to paint a cake? Chalk to paint the sidewalk? Lipstick to paint your lips? Do you know that some artists use paper to paint? Henry Matisse was one of them, he mostly painted with paper by the end of his life.  Let’s learn a little more about his life and artwork in this book: Drawing with Scissors.

Do you recall any important details about Matisse’s life? What was the painting that you liked the most? Why? Do you think “The Snail” by Matisse would look the same with painting instead of paper?  If not, why?

Now let’s take a closer look at “The Snail” Why do you think he called it the snail? What do you see in the painting? What shapes do you see? Do you see any 2-dimensional shapes?  If so, which ones? A trapezoid, a rectangle, a square. Let’s take a look at the painting with gold numbers. Do you see the big square- the biggest of them all? That is one whole, then the second row are halves, then quarters. How many quarters there are in a whole? How many quarters in one half? Let’s take a look at the two paintings above and do the math.

1. Paper Painting: 1/4 +1/4 +1/4 +1/4 +1/4= 5/4

2. Paper Painting: 1+1/4 +1/4 +1/4 +1/4 = 2

Lastly, I am going to give you a bag with different shapes that you are going to select and rearrange as you want to create your painting. Take some time to think about how you will arrange the pieces on the canvas.

What do you see? Do you recognize any shapes or forms in your paper painting? What other shapes would you use to create a painting? What colors would you choose? How many quarters do you have in your painting? Let’s do the math.

Extensions:

Create another colorful artwork inspired by Matisse’s cut-outs: Blue and Other Colors: with Henri Matisse.

Visit MOMA website to learn more about Henry Matisse.

References: Henry Matisse- The Cut Outs

Tate Modern – London, UK. 2018

Matisse, Tate Modern – London, UK. 2018

Superflex, Tate Modern – London, UK. 2018

Tate Modern – London, UK. 2018

While acquiring and collecting fine art is still a privilege for most of us, museums are becoming a channel that connects the art and the artist with the culturally diverse community. I feel privileged that my dad fostered a love for the arts since I was a little girl. Unfortunately, that is not attainable for every child, especially those from underprivileged communities, where the lack of educational and monetary resources
make life more challenging. All students have the right to a well-rounded education that includes exposure to world-class museums and artwork that can make a difference in their lives. Yet, some students do not have access to high-quality educational resources and facilities. From my experience teaching in the classroom and the galleries, I see paramount potential in museums to provide students with a unique experience that will foster a love for the arts, enrich their classroom learning and increase their cultural awareness.

How do we make art accessible for all? According to a publication about culturally diverse families and museum engagement, “parents found the content in art museums inaccessible and difficult to understand.” In other words, they were intimidated by the content presented at the museums and preferred attending more familiar places like the zoo or a park. Educating over one thousand culturally diverse students and teachers has allowed me to create meaningful programs that engage diverse learners in art museums. These programs will also enhance their design and critical thinking skills. These students, in turn, will serve as the driving force to educate families about art and museums.

How do we help families feel welcomed and valued at an art museum? First, we have to connect with the audience we want to reach by learning more about their culture. Speaking and including their language in wall texts and museum guides will make visitors feel appreciated. My experience as an immigrant, Bilingual Museum Educator and STEAM Programs Coordinator, has allowed me build close relationships with diverse members of the Austin community. I bring this knowledge together to design multidisciplinary, culturally-relevant lessons that are engaging and accessible for students, with the ultimate goal of helping them develop a love for the arts and museum learning.

References:

Cecilia Garibay. ‘Responsive and Accessible: How Museums are using research to Better Engage Diverse Cultural Communities.’ ASTC Dimensions. January-February 2011, p 4-6.