Katie Cinquini

ARE 433

6/5/13

Lesson Plan Project

Tessellations

Subject:

This lesson teaches about M. C. Escher, tessellations, and patterns.

Grade Level:

5th Grade

Introduction:

M.C. Escher was a graphic artist in the 1900s. He is most known for his depictions of so-called ‘impossible structures’. He was the most famous creator of tessellations. He was born in Holland in 1898 and died in 1972. He originally studies architecture before becoming interested in graphic design, wood cuts and printmaking. He did 137 tessellations in his lifetime. Tessellations are repeating shapes that cover a surface without overlapping or leaving gaps. The word “tessellation” comes from the Latin word “tessera” which means “small stone cube”. The earliest tessellations were found as mosaic pictures on floors in old Roman buildings. Modern-day tessellations include soccer balls, bathroom floors, and wallpaper designs. Tessellations resemble patterns which is one of the principles of design. According to the ‘Elements and Principles of Design; Student Guild with Activities’, patterns use the art elements in regular and irregular repetitions on the surfaces of paintings and sculptures.

Rational Statement:

Tessellations can be tied into a math lesson involving geometry. Patterns are all around us in art and in nature. Having an understanding of tessellating or patterns is helpful for students to continue learning in art, because it shows up in other aspects. Patterns can help students understand how certain things form or are made; i.e. flowers, tiles, clothing, and music. Because students are generally so curious about how the things around them are made, this is a wonderful tool to help them expand their knowledge and keep them engaged in learning about every day things.

Bibliography:

Docstoc. M. C. Escher and Tessellations Creations. Santa Monica, 2011. Online Lecture. 6 May 2013.

Elements and Principles of Design; Student Guild with Activities. Glenview: Crystal Productions, 2000. Guild Book.

Hume, H. D. (2008). The Art Teacher's Survival Guide for Elementary and Middle Schools, 2nd Edition. San Francisco: John Wiley & Sons, Inc.

The Oregon Department of Education. Standards by Design. April 2013. 6 May 2013.

Objective:

AR.05.CP.01 Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.

AR.05.HC.02 Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.

AR.05.HC.03 Describe how works of art from various historic periods reflect the artist's environment, society and culture.

Production Materials:

· 3x3 squares White Construction Paper (have lots of extras)

· Pencils

· Scissors

· Tape

· 12x9 White Construction Paper

· Makers

· Crayons

Vocabulary:

· Pattern: Discernible regularity in the world or in a manmade design, and the elements of the pattern repeat in a predictable manner.

· Tessellation: The tiling of a plane using one or more geometric shapes with no overlapping or gaps.

Interdisciplinary Connections:

· History lesson on the progression of 20th century art. A specific focus on where tessellations/ M.C Escher fall in the timeline.

· A math lesson about the use of geometric shapes, and how they are used in art

· Writing lesson; students write a story about what their tessellation ends up looking like and/or the progression of the tessellation (ie; one line, two lines, moving around)

Adaptations:

· Student with Autism: Break activities into shorter tasks; on a poster as a reminder.

· Autism: Give adequate warning for the end of work time or for a change of pace.

· Hearing Impairment: Put the steps on the board or poster.

· Visually Impaired: Place supplies within a frame taped on the desk, such as a taped-down box lid upside-down.

· Motor Impairment: Have special scissors available, or assist with cutting.

· Following IEPs: Select projects that are appropriate for the ability of the student. If necessary, substitute a different medium or goal.

· General: Pair a special-needs students with a different buddy each week to help get supplies, and make sure that the student is understand the assignment. This not only helps the special needs student get the task done, but it also builds relationships between the students.

Lesson Criteria:

· Students will know what a pattern and tessellation is.

· Students will know when a tessellation/pattern is used in real life.

· Students will know the process of how to make a tessellation.

Procedure:

1. In a power point show images of M. C. Escher, some of his ‘regular’ work and tessellation work, and other examples of tessellations.

2. Tell the definition on a tessellation and a pattern. Post on poster.

3. Also in the power point are pictures of real life examples of patterns and tessellations.

4. Explain how the class will focus on making tessellations like that of Escher’s.

5. Explain the steps to take and demonstrate them as you go.

6. Put up a poster with simple pictures of the steps.

7. Start with the 3x3 Construction Paper.

8. Label the corners to spell the word PART – P in upper left corner, end with T in lower right.

9. Draw a line on the paper from left to right.

10. Emphasize simplistic but creative lines. The more complicated the lines the hard it is to cut out and duplicate.

11. Draw a second line now from top to bottom.

12. Cut out the shapes on the lines that were drawn.

13. Put the pieces together so that the corners in the middle spell TRAP – T upper left, P lower right

14. Tape the pieces together, matching the edges as close as can be. This will be used as the stencil later on.

15. At this point hand out 12x9 White Construction Paper to the students.

16. Trace the ‘stencil’ with pencil on the Construction Paper, showing how it fits together perfectly, if done correctly.

17. Explain that sometimes Escher would turn his tessellation into something (like an animal) and other times he would just color them. Again show the pictures of his work to demonstrate this.

18. With your example make a ‘design’ on your tessellation, only coloring two or three tessellations, for the sake of time and so they get the picture.

19. The students can choose to do either, depending on if they can see ‘something’ in their tessellation.

20. Hand out markers and crayons. They can choose what they would like to use.

21. Again walk around and help when needed. Also give praise and encouragement.

22. Remind them to put their name on the project and then put it where finished projects go in your classroom.

Assessment and Analysis:

Because there is no written assignment, it is all about their project. Assessment will be the through students’ portfolios. If the assignment is done, with good effort, they get a check that they assignment was done. There can also be Classroom Critiques/Discussions so students can get feedback.

Extension:

These can be used if a student finished early, or the teacher would like to extend the lesson longer or into other concepts.

· Students write a paragraph or two about how tessellations and patterns are used in everyday life. Where do they show up?

· Students trace their stencils again on a new 12x9 sheet of paper. They color/design it in a different way.

· For more advanced students have them try to make a project resembling MC Escher’s “Sky & Water I”. Where on shape morphs into another.


Support Materials:

MC Escher

Example of work 1

Example of work 2

Escher Tessellation 1

Escher Tessellation 2

Escher Tessellation 3 “Sky & Water I”

Tessellation 1

Tessellation 2

Tessellation 3

Real Life 1

Real life 2

Real Life 3

Real Life 4

Real Life 5

Real Life 6

Real Life 7