Maths

Numeracy at The Lume

Last week, the 7S and Year 9 Elective Wide World of Maths students attended an excursion to the Lume, Van Gogh and a tour of Hamer Hall. 

This is the second year our high ability Mathematics students have attended this excursion, and they were not disappointed. Students were exposed to the following numeracy aspects of the venues: computer technology, acoustics engineering, architecture and civil engineering. Most students agreed that they had a very blinkered view of Mathematics in their real world before this excursion. 

During our excursion to Hamer Hall and The Lume, in the City, we dived into the maths behind Vincent van Gogh's paintings and Hamer halls venues.

The main numerical aspects of the art with The Lume were the number of projectors and the angles they used.  There were something like 120-180 projectors used and they were used so well that there were barely any shadows. Another numeracy aspect was with the symmetry and animation used to present Vincent van Gogh's art due to the constant animation that would reflect back on itself constantly.

With Hamer Hall, the main numeracy aspects were with the shape of the first and main venue. The shape allowed the sound to bounce off the walls allowing, everyone to hear the same amount of noise, also allowing the performers to barely need to talk for everyone to hear. Because of the shape and colour of the seats being designed to look like people, when you were performing you’d feel like it’s a full house, allowing you to communicate with the audience better with the shape of the circles. The shape of the spire above one of the building (i couldn’t remember the name) was built three different times, the first time it was a full cone with no gaps causing the wind to boom when it passed through; the second time they made it they used the wrong material so a protester climbed the spire and then they realised there were cracks so in exchange for no charges being pressed, the protestor told the police about the cracks so they rebuilt the spire to the original size with the right material.

~ Adam, Yr 9

Maths & Art Project

In addition, students were also given a Maths and Art project where they had to investigate a Mathematician/Artist as well as create a Mathematical piece of artwork. The submissions were varied with some students creating artwork electronically and some students creating their own craftwork. 

Zoe 7S: Weaving

Michael WWoM: Crochet

Noah S 7S: Pixel Art 

Leanne Wilson 

Mathematics

wil@wantirnacollege.vic.edu.au