Maps and Mapmaking

CONTENTS OF CURRICULUM UNIT 07.03.04

  1. Unit Guide
  1. Map Beginnings
  2. Mappae Mundi
  3. Ptolemy
  4. Portolan Maps
  5. Terra Incognita, Sea Monsters and Mythical Symbolism
  6. Mapping the Course
  7. Rationale
  8. Houston District School Objectives
  9. Preliminary Vocabulary
  10. Lesson 1: Learning the Basics
  11. Lesson 2: History of Maps and Mapping
  12. Lesson 3: Creating a map from a Painting
  13. Appendix I: Worksheets
  14. Appendix II Lesson 1 - Instructions for mapping land: check-off list for each step
  15. Appendix III
  16. Appendix IV
  17. Notes
  18. Cited Reference
  19. Annotated Bibliography
  20. Websites

The Beautiful Art of Map Making

Mayra Muller-Schmidt

Published September 2007

Tools for this Unit:

Rationale

The reason for this unit on cartography with a strong geographical and mathematical focus is to help my students become aware of and critically think about the efforts of others in our past. Their dedication, aesthetics and the nature of work ethics, their struggles against nature and lack of technology, which caused them to constantly use critical thinking to solve problems. And yet, after all the trouble that it was to make a good map, they believed in creating a beautiful one for the "eye to behold."

Another expectation will be that students connect the past with the present in mapping. I expect them to develop a sense of comfort in giving directions. I hope that they will become more aware of their surroundings through the practice of observation to detail. Discovering history and important connections between the functional and decorative elements of mapmaking can be an essential part of the study and exploration of drawing skills. I hope my students learn that they must have many practice trials to gain spatial, observational and rendering skills.

The specific skills involved in the manifestation of the spatial visualization ability improve with practice. Given the opportunity to develop spatial visualization skills, both sexes have equal potential for acquiring significant gain from the training. When these spatial visualization skills have been attained, they last and even continue to develop overtime. (Chiam, Lappan, and Houang 68)

I'd like my students to realize art elements and principles of design can be identified in early portolan maps. I'd like them to use their imaginations as they experience the primary materials for artist and artisan of those times; hand-made paper, pen and ink. To realize that both artist and mapmaker used math equations to create their work and that both artist and cartographer's work ethics were to stay relentless in creating a thing of beauty. As these objectives are met, I will look ahead to observing my students (a)Realize that they too can create a beautiful map, compose, and gain art drawing skills; (b) Present a researched theme on mapping; (c) Understand the important role that maps had historically for mankind; (d) Gain a better comprehension of math skills; (e) Expand their comfort level with art elements, principles of design, composition, scale, and critique (critical thinking - discussions).

I will use the history and the art of cartography, especially with Portolan maps as a starting point, to promote higher order thinking on behalf of the students, as it relates to keen observations of the world and the way the mapmakers viewed and used mathematics. Students will learn to stride and count with a compass, use math to perform problem- solving formulas, achieve their scale conversions of distance:(here we can talk about inches and centimeters), and to be able to draw their map's key or legend. They will have different types of practice activities prior to drawing their map. Some activities may include creating their own paper or ink.

Some activities may require using a protractor, tape, and compass. Others may include drawing maps and research on computers. The beauty of this unit is that all or any combination of lesson activities can be tried or skipped depending on what the student's needs are. Are they low in math skills? Can the students be challenged and do something more complex? With the knowledge of the versatility that this unit possesses, the students will be able to develop an understanding of the importance for learning how to work with the concepts of art elements and principles as they develop their higher order - critical thinking skills, and create works of their own. With regards to having students practice higher order thinking, I will also develop for them discussion questions, critiques, and observation times that will initiate the process in which my classroom functions; idea introduced by teacher, samples shown, demonstration of skill (by teacher or student), student practice time, discussion, samples of practice shown , create planned project, critique/or assessment.

In observing my student's participation, discussions, practices and works, I look for certain participation as indicators. Are they analyzing and evaluating? Do they show reflective thinking, showing reasoning techniques in the critiques? Are they using reasoning in math activities? Are they displaying attentive concentration while practicing with drawing tools? In discussions, do they mention anything of relevance to the learning experience? Is the vocabulary being used? All of these informal observations are part of what an art teacher is trying to develop in their students; educators call it critical thinking skills. In an article called "What to Think about Critical Thinking" from the Illinois Center for Education Reform there is an excerpt that states much of my intent for this unit's rationale.

"Understandably, modern educators want to impart the same skills to our children. However, many educators misunderstand the terms 'critical thinking' or 'higher order thinking skills.' One of the most common mistakes teachers make is to view critical thinking as the opposite of rote learning or memorization. In reality, the learning of facts is the essential first step to thinking critically. ... If we want our children to make wise decisions, we must also provide in-depth knowledge about the humanities and sciences. ... To give a child a story and ask 'how do you feel about this?' accomplishes very little. ... The more a child knows about history, literature, math and science, the better equipped he will be to construct his own judgments." (Illinois Loop 1)

While working with map making, my lessons will still include all seven Elements of Art. Through Color, Value, Texture, Shape, Form, Space and Line students will study Western style rules that will force students to decide and problem solve the projects provided. In addition to the Elements of Art, the Principles of Design, Contrast, Emphasis, Balance, Unity, Pattern, >Movement, and most importantly Rhythm are all found in nature and rendered skillfully in many ancient maps. From the use of math, history and critique/discussions, the students will have practiced skills such as measuring, detail observation, reflection and solve compositional design problems with the principles of design.

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