Throughout history, there have always been connections between mathematics and various forms of art, such as music, dance, painting, sculpture, and architecture, which can be effectively used in mathematics classes with highly positive implications for students’ learning. In particular, geometry emerges as a central field in this relationship. These connections not only motivate students and promote mathematical learning but also foster creative thinking and an esthetic sense, both of which are intrinsic to many mathematical concepts. Furthermore, they enable students to recognize and understand the mathematics embedded in numerous visual artistic works. While art provides an esthetic experience for those who study mathematics, it also establishes a connection between thought and emotion, giving deeper meaning to what we perceive. However, this relationship is not always immediately visible. Therefore, both mathematics and art teachers need to use various connections to develop both the student’s “geometric eye” and “artistic eye”. This manuscript aims to discuss ideas about this connection between mathematics/geometry and art. In addition, it presents examples of tasks implemented during the initial training of elementary school teachers, along with some of the works produced by these future teachers.