Learning Unit

Tessellmaniacs

CONTENT KNOWLEDGE

Note: This interdisciplinary unit is being taught in conjunction with the 7^th grade math unit on polygons. Prior knowledge, as far as mathematical vocabulary is concerned, has been established. The students begin the "Tesselmaniac" unit in math 3-4 days prior to the "Tesselmaniac" art unit. Both units end approximately the same time. The students then move on to the "Tesselmaniac" technology unit.

ESSENTIAL QUESTIONS

• What would the world be like without math, art and technology?
• What do you see when you look at an M. C. Escher tessellation?
• What shapes do you see in the art room that could tessellate?

INITIATING ACTIVITY

Each student will be given one (1) polygon shape and a piece of graph paper. The students will be asked to create a pattern using the shape. The patterns will be displayed on the bulletin board. Students will see the many different patterns that can be created from simple polygon shapes. Students have actually begun creating a tessellation!

LEARNING EXPERIENCES

(Brief overview. Detailed explanations to follow)

1. Initiating activity.
2. Lecture /Discussion/Use of Visual Examples to familiarize students with Art/Math vocabulary, which will connect the two subject areas.
3. Lecture/demonstration/Use of visual examples to illustrate how to tessellate using slide/translation, turn/rotation, slide flip/glide refection.
4. Video/Lecture/Visual Aids to introduce students to art of M. C. Escher, a twentieth century artist whosework was inspired by Moorish mosaic design.

CULMINATING PERFORMANCE

(Brief overview. Detailed explanation to follow)

Tessellation Art Project

Students will create their own original tessellation design using polygon shapes. The art elements of line, color and texture will be added to complete the project. Students will then move on to the computer lab where the Technology Teacher will instruct students in the use of "Tessellmania" software. Students will create an original tessellation on the computer, which will be printed on T-Shirts. The students will then teach a tessellation math lesson to a 6^th grade class.

CONNECTIONS TO STANDARDS

Learning Standards For The Arts

Standard #3, Responding to and Analyzing Works of Art.

Students will reflect on, interpret, and evaluate works of art, using the language of art criticism.

• Students will explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works.

Standard #3, Responding to and Analyzing Works of Art.

• Explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g. Mathematics).

Standard #1, Creating, Performing, and Participating in the Arts.

Students will actively engage in the processes that constitute creation and performance in the arts.

• Develop their own ideas and images through the exploration and creation of art works based on themes and symbols.

Standard #1, Creating, Performing, and Participating in the Arts.

• Understand and use the elements and principals of art in order to communicate their idea.

Standard #2, Knowing and Using Arts Materials and Resources.

Students will be knowledgeable about and make use of the materials and resources available for

participation in the arts in various roles.

• Use the computer and other electronic media as designing tools and to communicate visual ideas.

LEARNING EXPERIENCES

(Detailed)

Note: This interdisciplinary unit is being taught in conjunction with the 7^th grade math unit on polygons. Prior knowledge as far as mathematical vocabulary is concerned as been established.

Day 1 Concept tessellations are shapes that interlock in repeated patterns with no overlapping.

Initiating Activity: Students are each given one (1) polygon shape and graph paper.

Students are then asked to create a pattern using the shape. The finished patterns will be displayed on the bulletin board. Students will see the many different patterns that can be created from a simple polygon shapes. Students shave actually begun creating a tessellation!

Declarative Information

Concept tessellations are shapes that interlock in repeated patterns with no overlapping.

Vocabulary: Repetition, pattern, two-dimensional, three-dimensional, polygons, metamorphosis,Color value,*slide[translation], turn[rotation], slide flip[glide reflection].

*Represents art terminology [] represents math terminology.

Experience/activities to help students acquire knowledge:

Oral presentation, visual aids.

Strategies to help students construct meaning/store knowledge:

Class discussion, instructor lecture, visual aids

Description of what will be done:

• There will be a brief lecture on the meaning of a tessellation. Visual examples will be

shown. Each vocabulary term will be listed on the board. Students will define terms in their own words. If possible, find examples in the art room, or draw examples on the board.

Days 2-3 – Concept – techniques for tessellating a shape.

Declarative Information

Vocabulary: Review slide/translation

Experience/activities to help students acquire knowledge:

Oral presentation, visual aids, demonstration

Strategies to help students construct meaning/store knowledge:

Class discussion, visual manipulatives, guided practice

Procedural Information

Description of what will be done:

There will be a brief review of a slide/translation tessellation. Each student will receive a polygon pattern (square). ** Colored pencils will be used to color in the shape. In discussion with the class they will be reminded that the square will tessellate the plane (paper). An example will be visible in the classroom to reinforce concept. Students will create their own slide/translation tessellation using the square.

**It’s important that the students color in the polygon shape, (the back is left white), because the students will better be able to recognize a mistake when they practice the slide/translation.

• Concept – Techniques for tessellating a shape

Declarative Information

Vocabulary: Review turn/rotation

Experience/activities to help students acquire knowledge:

Oral presentation, visual aids, demonstration.

Strategies to help students construct meaning/store knowledge:

Class discussion, visual manipulatives, guided practice, demonstration

Procedural Information

Description of what will be done:

• There will be a brief review of turn/rotation tessellation. Each student will receive a polygon pattern (right triangle). **Colored pencils will be used to color in the shape. In discussion with the class, students will be reminded that the triangle will tessellate the plan (paper). An example will be visible in the classroom to reinforce the concept. Students will create their own turn/rotation tessellation using the triangle.

**It’s important that the students color in the polygon shape, (the back is left white), because they will better be able to recognize a mistake when they practice the technique of turn/rotation.

• Concept – Techniques for tessellating a shape

Declarative Information

Vocabulary – Review glide/reflection

Experience/activities to help students acquire knowledge

Oral presentation, visual aids, demonstration

Strategies to help students construct meaning/store knowledge:

Class discussion, visual manipulative, guided practice

Procedural Information

Description of what will be done:

• There will be a brief review of a glide/reflection tessellation. Each student will receive a polygon pattern (square). ** Colored pencils will be used to color in the shape. Students are already aware that a square will tessellate the plane (paper). Students will create their own glide/reflection tessellation using a square

**It’s important that the students color in the polygon shape, (the back is left white), because they will better be able to recognize a mistake when they practice the glide/reflection.

Evaluation: Finished tessellations will be displayed on a bulletin board. Designs will be critiqued.

Day 4 Concept Introduction of M. C. Escher art.

Declarative Knowledge

Experience/activities to help students acquire knowledge:

Video "Fantastic World of M. C. Escher".

Strategies to help students construct meaning/store knowledge:

Class discussion, visual aids, study questions

Description of what will be done:

• Students have been introduced to tessellating art work of M. C. Escher because of posters hung in the math and art rooms. The video "Fantastic World of M. C. Escher" will enlighten students to the background and events that influenced his art. Specifically, the design influences of Islamic and Moorish art.
• Students will be divided up into groups of four, and each group will complete a study guide (see Attachment A) based on the video.
• Class discussion of study guide questions and Escher style.

CULMINATING ACTIVITY

Days 5-7 – Concept – Create an original tessellation using a polygon shape reflecting the use of one of the three (3) techniques learned earlier in the unit., slide/translation, turn/rotation, slide flip/glide reflection).

Experience/activities to help students acquire knowledge:

Oral presentation, prior knowledge retained from previous learning experiences.

Strategies to help students construct meaning/store knowledge:

Visual examples of completed projects

Procedural Knowledge

Description of what will be done:

• Students will chose a polygon shape, manipulate and change the shape, add the art elements of line, color and texture.
• Finished artwork will be displayed and critiqued in the art room.
• Students will move to the computer lab and the Technology Teacher will instruct students on the use of "Tessellmania" software.
• Students will create a computer generated tessellation and print their designs on T-Shirts.
• Students will then teach a tessellation math lesson to a 6^th grade class using math and art vocabulary.

Evaluation: (ART) See attached Rubric. (See interdisciplinary math and technology units for their rubrics)

Blueprint for

Performance Task Vignette

Learner Outcomes/Content

Standards/Benchmarks

Art

Students will create an original art design using

Tessellations.

Description of the task using a prompt format (FAT-P-form, audience, topic, purpose)

Since you have studied and experimented with creating tessellations and have become familiar with the art of M. C. Escher, you are now to create an original tessellation that will fill a 12"x18" paper.

Your tessellation Must employ one of the three techniques you have studied.

The following Elements and Principals of Art Should be included in your composition: Line, shape, color, texture, repetition, contrast

Finished art work will be neatly presented on black construction paper.

Student products/performances

Tessellation Art Project

Criteria for evaluating student products/performances

• Accurately employs tessellation techniques.
• Tessellation is repetitive with no overlapping.
• Effective use of elements and principals of art
• Art project must be neatly presented.

Learning Experiences

Extending and Refining

Rubric

Tessellation Art Project

Attachment A

"World of M. C. Escher

Study Guide Questions

1. M. C. Escher only became popular shortly before his death. True or False?
2. While living in Italy, Escher discovered that he liked the ______________structures he observed in the towns, mountains, and landscapes.
3. In 1935, Escher left Italy and moved to __________________.
4. What did Escher observe there that greatly influenced his art?
5. The black birds’ tails point ___________________and the white birds’ tails point _______________ in the bird mosaic.
6. In some of his art, Escher left the plane and entered the third ___________.
7. How did Escher’s art style change over his lifetime.
8. What is the name given to something that can be drawn, but not physically Constructed?
9. The sculpture of a creature drawn by Escher represents a bird with a________________ head.
10. Escher was obsessed with ________________, or the never-ending.