The Art of Beading Using MATH

Abstract

Building on experiences in mathematics and art, students will learn that the grandmothers and grandfathers learned about object patterns and numerical patterns even though they never went to school. The students will see pictures of bead work that were done in the 1800’s to present time. The students will also know that bead work then was about family history, dreams, or storytelling and using only certain colors, but now the meanings may have changed because people have access to more colors and have developed different styles of beading. This research will help understand that the elders had a universal communication and understanding about each other.
Through research and media, students will also realize that there are some people who have an artistic side of creating some of the most detailed and beautiful bead work and because of their work, they that have been recognized for their talent. One such place is a museum in Eugene, OR, where the items are displayed were all beaded. The beaded items were done by many people within the area of Eugene or within the state of Oregon. Beading is also a source of income for many people. They bead in any style like rope style, peyote stitch, loom (wide or narrow), etc. do bead, and bead for a living meaning that they sell what they make like beaded hairpins, pens, lanyards, earrings, etc. It is a competitive art form because the complexity in designs. But then some buyers would prefer a much simpler design that would go with their choice of fashion or hair styles. Either way people buy and sell beaded items. Student will do research about why beaded items cost a certain price, this will be based on location of beads being sold, kinds and types of beads, cost of needles, threads, and other items to make an item and then time and labor included. Students will research on people who bead in a particular style and interview them.