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. 

Embossed Funk Faces

 Lesson Objective: Students explore the medium of metal embossing to create relief in a metal medium. Students will gain knowledge in proportion of the face and complete a portrait using accurate proportion and self expression

Project Requirements: 

Sketchbook: Complete Portrait in full color with emotion, FUN and self expression

Full Page, Full Color Study to prepare for foil medium

Final Project: Complete a relief “Funk Face” in metal Tooling Foil Embossing

Use of full sheet of Tooling Fool and Full Color

Face in accurate proportion with relief based on class discussions

Funk Influences: Fun, Self Expression, Political/Social Message & Bold Color 

Mounted on foam and free-standing

Direct Instruction: Draw and shade each part of the face: Eye, Nose, Mouth, Ear. Draw a face in Blind Contour for pre-assessment

Discuss and practice drawing each item of the face over five days

Practice drawing a complete portrait in pencil

Key Vocabulary: Students will be able comprehend and use these terms in relation to drawing 

Pupil Cornea Highlights Shade Tint Relief

Iris Sclera Tragus Tip Lateral side Self Expression

Tear Duct Root Dorsum Columella Vermilion zone Philtrum Embossing Proportion

CA STANDARDS: 

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to 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. 

2.4 Review and refine observational drawing skills.
2.6 Create a two or three-dimensional work of art that addresses a social issue.

2.4 Review and refine observational drawing skills.

3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

Make Informed Judgments

5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history

PURPOSE: Complete an accurately proportioned self-portrait in relief while engaged in CA Funk Inspired self-expression

Art History: 

By the middle of the 1950s Abstract Expressionism had held sway in the Art World for a full decade, and there existed certain artists who felt the adulation had gone on for roughly nine years too long. 

In an uncoordinated artistic rebellion, a number of new movements began to gain traction. 

The one characteristic these movements had in common was shunning the abstract in favor of the tangible. This article will look at the delightfully-named Funk Art movement.

Funk Art? From Whence Came that Name?

The romantic version of Funk Art's etymology says it came from jazz music, where "funky" was a term of approbation. 

Jazz is also perceived as unrefined and -- especially with late 50s free jazz -- unorthodox. 

This fits neatly, for Funk Art was nothing if not unrefined and unorthodox. 

However, it is probably closer to the truth to say that Funk Art came from the original, negative meaning of "funk:" a powerful stench, an assault on one's senses.

Whichever version you believe, the "baptism" occurred in 1967, when UC Berkeley Art History professor and Founding Director of the Berkeley Art Museum, Peter Selz, curated the Funk exhibition.

Where Was Funk Art Created?

The movement got its start in the San Francisco Bay area, specifically at the University of California, Davis. 

In fact, many of the artists who participated in Funk Art were on the studio art faculty. Funk Art never outgrew being a regional movement, which is just as well. 

The Bay Area, the epicenter of the underground, was probably the one place in which it could have thrived, let alone survived.

How Long Was the Movement?

Funk Art's heyday was in the mid- to late-1960s. Naturally, its beginnings were much earlier; the (very) late-1950s seem to be the point of origin. 

By the end of the 1970s, things were pretty much over as far as artistic movements go. To include all possibilities, we can say Funk Art was produced for no more than two decades -- and 15 years would be more realistic. 

It was fun while it lasted, but Funk did not have a long life.

What Are the Key Characteristics of Funk Art?

Found and Everyday Objects

Autobiographical Subjects

(Frequently Inappropriate) Humor

Audience Engagement

Elevation of Ceramics

Historic Precedent

Artists Associated with Funk Art

Robert Arneson

Wallace Berman

Bruce Conner

Roy De Forest

Jay DeFeo

Viola Frey

David Gilhooly

Wally Hedrick

Robert H. Hudson

Jess

Ed Kienholz

Manuel Neri

Gladys Nilsson

Jim Nutt

Peter Saul

Richard Shaw

William T. Wiley

INSTRUCTION: 

Students will be instructed on how to draw a segment of the face each day, beginning with the eyes. They will spend half the class in instruction and half the class practicing their new skills. Over the course of four days, they will learn the eye, nose, mouth, ear, and proportions of the face. They will complete a whole portrait in pencil before beginning their self expression, self portrait inspired by the artist Robert Arneson 

MATERIALS: Sketch Books

Pencils

Tolling Foil

Wooden skewer

Sharpie Markers

Black Foam Core 

Foam Core Risers

DIRECT INSTRUCTION:

Day 1: Power Point Presentation EYE: 

Opening: In sketch Books, Blind Contour Face activity

Blind Contour Drawing: 

Draw the face across from you 

Grab all details Eyes, Nose, Mouth, ears, Hair, etc.

Two Minutes

Students will: Independently complete the activity

Discuss the completed activity with group members 

Share final drawing with group

Participate in class discussion on the activity

Review: Happy Mistakes make better artists

HOLDING YOUR PENCIL

Discussion: Parts of the eye

Step by step of the eye 

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second eye next to first eye use mirror

Looking at subject as you draw it

MIRROR

Draw a partners eye from your table

CLOSURE: How are you feeling about drawing eyes? 

Teacher Models: 

Step by step of the eye 

Students simultaneously draw an eye in their sketchbooks

Shading the eye using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second eye and partner eye

Day 2: Power Point Presentation NOSE 

Opening: In sketch Books, 

Think Pair Share: Eye activity Power Point

DISCUSSION: The parts of the nose

Step by step of the front nose using a mirror

Try each step in sketch book

Shading Techniques

Draw second nose next to first nose

Looking at subject as you draw it

MIRROR

DISCUSSION: Step by step of side nose 

ACTIVITY: Draw four rectangles and fill them with different noses

CLOSURE: How are you feeling about drawing the nose? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the front and side nose

Students simultaneously draw a nose in their sketchbooks

Shading the nose using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout four nose drawing activity

Day 2: Power Point Presentation Ear

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the EAR

Step by step of the ear from the front

Using a mirror

Draw your ear

As you see it from the front

Step by step of ear from the side

ACTIVITY: Draw second ear next to first ear

Draw a partners ear from your table

Try each step from the sketch book

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the ear from the front

Students simultaneously draw an ear in their sketchbooks

Students have a moment to try ear from the front

Step by step of the ear from the side

Students simultaneously draw a ear in their sketchbooks

Students have a moment to try ear from the side by drawing 

A partner’s ear

Shade the new ear finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 3: Power Point Presentation MOUTH

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the Mouth

Step by step of the mouth using a mirror

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second mouth next to first mouth

Draw two eyes, a nose and a mouth on the same plain

Time permitting: add Two ears

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the mouth

Students simultaneously draw a mouth in their sketchbooks

Shading The mouth using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 3: Power Point Presentation: Facial Proportion

Opening: Think-Pair-Share: facial proportion and features

DISCUSSION: Step by step of how features are placed on the 

Face based on proportion

Step-by step: Adding Hair

Visual Spacial learners: 4 quick visuals on face proportion

ACTIVITY: Students draw and shade a face (Two days)

Teacher Models: 

Step by step facial proportion

Students simultaneously draw proportion rules 

In sketchbooks

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 4: Power Point Presentation: Artist: Robert Arneson, Self Expression, Funk Art

CA Funk Information

Artist Information

Self Expression

Self Portrait

Final Artwork assigned

Day 4: Art History: CA Funk: 

By the middle of the 1950s Abstract Expressionism had held sway in the Art World for a full decade, 

Certain artists felt the adulation had gone on for nine years too long. 

New movements began to gain traction. 

Funk Art? From Whence Came that Name?

Funk Art's came from jazz music, where "funky" was a term of approbation. 

Jazz is perceived as unrefined and -- especially with late 50s free jazz -- unorthodox. 

This fits neatly, for Funk Art was nothing if not unrefined and unorthodox. 

Also: Funk Art came from the negative meaning of "funk:" a powerful stench, an assault on one's senses.

1967, when UC Berkeley Art History professor, Peter Selz, curated the Funk exhibition.

Where Was Funk Art Created?

Started in the San Francisco Bay area: University of California, Davis. 

Many of the artists who participated in Funk Art were on the studio art faculty. 

Funk Art never outgrew being a regional movement

How Long Was the Movement?

Funk Art's heyday: mid- to late-1960s. Beginnings earlier; the (very) late-1950s. 

End of the 1970s, things were over as far as artistic movements go. 

Funk Art was produced for no more than two decades -- and 15 years would be more realistic. 

What Are the Key Characteristics of Funk Art?

Found and Everyday Objects Autobiographical Subjects

(Frequently Inappropriate) Humor Audience Engagement

Elevation of Ceramics Historic Precedent

Robert Arneson (1930-1992)       Born:  Benicia, CA

Robert Arneson was encouraged by his father to draw. 

He drew cartoons for a local newspaper as a teenager. 

He studied art education at the California College of Arts and Crafts in Oakland 

He taught in a local high school, where he became interested in ceramics. 

He went on to receive an MFA from Mills College in 1958. 

Arneson became head of the ceramics department at the University of California at Davis in 1962

Arneson was greatly influenced by the expressionist work of fellow Californian Peter Voulkos, 

Arneson rejected the idea that ceramic artists produce only utilitarian or decorative items. 

He began creating non-functional clay pieces, contradicting formal traditions previously associated with this medium. 

He created a number of self-portraits using photographs, mirrors, and drawings;

Arneson was part of the dynamic group of irreverent California Pop artists whose work has come to be known as "Funk Art." After the artist became ill with liver cancer in the early 1980s, his work became progressively more somber in tone. Arneson's own confrontation with death made him aware of society's flirtation with mass destruction.

Assessment: 

Informal: Written critique

Formal: Artist Statement

Formal: Grading final sculpture

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 sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding Adaptations: 

Students will revisit texture and scale from the earlier learning. 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 sculpture will be demo started in class using guided instruction. 

Facial Proprotion and Self Expression with Frederic Bonin-Pissarro

Facial Proprotion and Self Expression with Frederic Bonin-Pissarro 

INTRODUCTION to lesson (Anticipatory set): 

Blind Contour Drawing: 

Draw the face across from you 

Grab all details Eyes, Nose, Mouth, ears, Hair, etc.

Two Minutes

Students will: Independently complete the activity

Discuss the completed activity with group members Share final drawing with group

Participate in class discussion on the activity

OBJECTIVE: Draw and shade each part of the face: Eye, Nose, Mouth, Ear. Students will gain knowledge in proportion of the face and complete a portrait using accurate proportion and self expression

Draw a face in Blind Contour for pre-assessment

Discuss and practice drawing each item of the face over five days

Practice drawing a complete portrait in pencil

Students will be able comprehend and use these terms in relation to drawing 

Pupil Cornea Highlights Shade Tint

Iris Sclera Tragus Tip Lateral side

Tear Duct Root Dorsum Columella Philtrum

Vermilion zone

CA STANDARDS: 

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary         color, scale, expressive

2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 

3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: Complete an accurate self-portrait while engaged in self-expression

INSTRUCTION: 

Students will be instructed on how to draw a segment of the face each day, beginning with the eyes. They will spend half the class in instruction and half the class practicing their new skills. Over the course of six days, they will learn the eye, nose, mouth, ear, and proportions of the face. They will complete a whole portrait in pencil before beginning their self expression, self portrait inspired by the artist Frederic Pissarro. 

MATERIALS: Sketch Books Drawing Pencils

Copy Paper Tag Board 12x18

Oil Pastels

DIRECT INSTRUCTION:

Day 1: Power Point Presentation EYE: 

Opening: In sketch Books, Blind Contour Face activity

Review: Happy Mistakes make better artists

HOLDING YOUR PENCIL

Discussion: Parts of the eye

Step by step of the eye 

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second eye next to first eye use mirror

Looking at subject as you draw it

MIRROR

Draw a partners eye from your table

CLOSURE: How are you feeling about drawing eyes? 

Teacher Models: 

Step by step of the eye 

Students simultaneously draw an eye in their sketchbooks

Shading the eye using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second eye and partner eye

Day 2: Power Point Presentation NOSE 

Opening: In sketch Books, 

Think Pair Share: Eye activity Power Point

DISCUSSION: The parts of the nose

Step by step of the front nose using a mirror

Try each step in sketch book

Shading Techniques

Draw second nose next to first nose

Looking at subject as you draw it

MIRROR

DISCUSSION: Step by step of side nose 

ACTIVITY: Draw four rectangles and fill them with different noses

CLOSURE: How are you feeling about drawing the nose? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the front and side nose

Students simultaneously draw a nose in their sketchbooks

Shading the nose using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout four nose drawing activity

Day 3: Power Point Presentation Ear

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the EAR

Step by step of the ear from the front

Using a mirror

Draw your ear

As you see it from the front

Step by step of ear from the side

ACTIVITY: Draw second ear next to first ear

Draw a partners ear from your table

Try each step from the sketch book

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the ear from the front

Students simultaneously draw an ear in their sketchbooks

Students have a moment to try ear from the front

Step by step of the ear from the side

Students simultaneously draw a ear in their sketchbooks

Students have a moment to try ear from the side by drawing 

A partner’s ear

Shade the new ear finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 4: Power Point Presentation MOUTH

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the Mouth

Step by step of the mouth using a mirror

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second mouth next to first mouth

Draw two eyes, a nose and a mouth on the same plain

Time permitting: add Two ears

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the mouth

Students simultaneously draw a mouth in their sketchbooks

Shading The mouth using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 5: Power Point Presentation: Facial Proportion

Opening: Think-Pair-Share: facial proportion and features

DISCUSSION: Step by step of how features are placed on the 

Face based on proportion

Step-by step: Adding Hair

Visual Spacial learners: 4 quick visuals on face proportion

ACTIVITY: Students draw and shade a face (Two days)

Teacher Models: 

Step by step facial proportion

Students simultaneously draw proportion rules 

In sketchbooks

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 7: Power Point Presentation: Artist: Frederic Bonin-Pissarro and 

Self-expression

Opening: Before and After: complete a blind contour sketch of the face across from you. Two minutes. 

Compare and contrast to previous Blind Contour face 

Let’s Talk about Art

Discussion on art and critique

Describe

Analyze

interpret

Art History: show work of Camille Pissarro

Impressionism movement

Father of impressionism: Monet? 

Pissarro

Frederic Bonin-Pissarro Portrait

Describe, Analyze, Interpret
Video

Artist Information

Self Expression

Self Portrait

Final Artwork assigned

PROCEDURES: Students complete a self portrait using mirrors, proportion and self expression

Step1: using a mirror and pencil, Draw a self portrait in proportion based on knowledge gained throughout previous discussions and practice. 

Step2: Complete Self Portrait using Oil Pastels and self expression