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.