Sunday, January 24, 2016

Tessellation Pattern Project




Lesson Objective
Work with elements of art: Line, shape
Work with Principles of Art: Pattern 
Draw connections between Art and Math to increase Engagement.  

Key Vocabulary: A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.
"tessellate" means to arrange small squares in a checkered or mosaic pattern. 
The word "tessellate" is derived from the Greek word "tesseres," which in English means “four."
Regular Tessellation: made up of congruent regular polygons. 
Regular means that the sides and angles of the polygon are all equivalent: EQUAL.

Materials: 
12x 12 Tag Board 
Pencil
4”x4” template 
Scissors 

Focus Artist/s: MC Escher

Project Requirements
Create a repeated Tessellation pattern. Complete the pattern with a changing mammal 
Assessment: 
Informal: Sketchbook studies
Formal: Oral Self Critique
Formal: Artist Statement
Formal: Grading final sculpture

CA STANDARDS: 
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
Impact of Media Choice
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.4 Demonstrate an understanding of the various skills of an artist, art critic, and philosopher of art (aesthetician).

Modifications: 
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project. 
Advanced art students will be asked to increase the difficulty of their final tessellation They will also be expected incorporate more details and art principles into the final project

Scaffolding adaptations: 
Students will revisit  shape from the earlier learning for cubism. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project.  will be demo step by step instruction in class using guided instruction. 

Anticipatory Set: Art Link: 
Art Link: Are Math and Art Related? 
Complete Handout and turn it in for sketchbook grade. 
Pre-assessment  form
Students fill out pre-assessment on their own
Large Group Activity
Address pre-assessment questions as a large group to assess prior knowledge
Large Group Discussion on Art and Math 

OBJECTIVE: Introduce the concept of Art and Math Connection through the artwork of M.C. Escher. Allow students to solve the visual arts problem of creating a Repeating pattern using the tessellation format. 

DIRECT INSTRUCTION:
Power Point Presentation Tessellations
Pre-assessment: Questionnaire Art and Math Connection
Discussion: Art and Math 
Art History: Maurits Cornelis (MC) Escher (1898-1972) 
One of the world's most famous graphic artists. 
He was born in the Netherlands
Fourth and youngest son of a civil engineer. 
Failed his high school exams
He attended School for Architecture and Decorative Arts in Haarlem.
M.C. Escher 
Illustrated books
Designed tapestries
Postage stamps
Murals
Created 448 lithographs, woodcuts & wood engravings 
Over 2000 drawings and sketches. 
M.C. Escher was left-handed like Michelangelo &  Leonardo da Vinci

Key Vocabulary: A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.
"tessellate" means to arrange small squares in a checkered or mosaic pattern. 
The word "tessellate" is derived from the Greek word "tesseres," which in English means “four."
Regular Tessellation: made up of congruent regular polygons. 

Regular means that the sides and angles of the polygon are all equivalent: EQUAL. 
a tessellation of triangles       
a tessellation of squares
a tessellation of hexagons
Escher elaborated patterns by distorting the basic shapes to render them into animals, birds, and other figures. 

These distortions had to obey the three, four, or six-fold symmetry of the underlying pattern in order to preserve the tessellation.
Irregular tessellations: all other tessellations, including the tiling in the main image.

Teacher Models 
Examples of vocabulary on the board throughout discussion 
Students take notes in their sketchbooks 
Teacher Monitors room throughout discussion
Step by Step modeling on how to create tessellations: 
Project Steps: “Translation” pattern - where you attach the cut out pieces to an   opposite side of your shape:
After you sketched the shape - cut out the pieces. 
Do not throw away any cutouts!
They should be attached to the opposite sides.
Slide down the top piece and tape it to the bottom side of the square.
Slide the left cutout to the right side of the square and tape it.
Trace your tessellation onto a drawing paper:
Add Details
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion ensure comprehension and active note taking 
Various Activities Designed to check/enhance student comprehension
Activity:  Remaining studio time day 1 and day 2
Sketchbook Drawing: Students will begin thinking about their ideas for tessellations  in their sketchbooks. 

FINAL PROJECT: Students will have 4 studio days to complete Tessellations
Project Requirements
Sketchbook: 
Student will practice using the 4” square format
Student will construct design ideas in sketchbook
Student will complete design ideas by creating a person, animal or 
                            creature
Student will practice shading techniques
Originality: Student will work at making each mammal slightly different
Final Project 
Student created a full page of tessellations
Student used the 4” square format
Final tessellation creates a person, animal or creature
Each tessellation is completed with detail and accuracy 
Student used multiple shading techniques to complete

Student used time wisely and displayed full effort in final project results. 

3 comments: