Story
One of the many fun things about my summer vacation to Scot- land was the art museum in Edinburgh, where I came across a mind-bending collection of weird optical illusions. I found myself lost in wonder at a few pieces. I learned they were the works of M.C. Escher, a Dutch graphic artist famous for using a mathematical technique called tessellation to fit shapes in a way that there were no overlaps or gaps—just like a jigsaw puzzle. I followed up by visiting a website on Escher, where I saw a collection of his drawings. I observed his play with weird perspective and impossible spaces, with staircases twisting into upside-down and backwards worlds. Some of his other drawings seemed to be inspired by everyday shapes such as birds, fish, butterflies, and clouds. In looking for other examples of tessellation, I realized that the pavement I walk on everyday is tessellated brickwork. Tessellation is a common technique used in flooring and tiling too. Soon, I couldn’t look around without seeing something tessellated! I decided to make a game that used tessellation in Gamestar Mechanic. In looking at Escher’s drawings, I found that he chose shapes that were simple in design but still interesting, and his use of color helped to create patterns and rhythm. As I started to design my game, I experimented with shapes and color by combining sprites—points, concrete blocks, a Health system sprite, dirt blocks, and blue keys. I also explored how different color combinations could evoke a certain mood or feeling, which got me thinking about what I wanted players to feel when they played my game. And inspiration was everywhere—outside and inside the world of Gamestar Mechanic. I ended up with not one, but many tessellations as part of my game experiment. I think this is a technique that will become quite popular with other game mechanics. |
Class Activity
Have the class explore various examples of tessellation, either with digital images or by printing some examples and passing them around the class. These examples could include works of M.C. Escher, brick street patterns, quilts, floor or tiling patterns. Have students discuss the shapes, colors, rhythm, and patterns of each piece and challenge them to analyze what it is they think makes tessellation so interesting and compelling a technique.
Brainstorm ideas around what might have inspired the artist or why a particular pattern might have been used on a street side- walk or for flooring in a house. Discuss the role of color. Then have them launch Gamestar and create games using tessellation as a design pattern. Encourage students to think about what meaning the shapes hold for them. Have them focus most heav- ily on the visual design of the game, leaving the usual discussion of game interaction behind. Ask each student to use the game label to give their game a title and description, in the same way an artist like Escher would title a drawing.
Variations
Conclude the class with an Artist’s Fair. Students can set up their workstations as stalls, displaying their art piece/s. Invite outside guests with an art background to visit the class and comment on the work of the students.
How did it go?
Ask students to describe the concept of tessellation and how they used this technique in their game.
Ask them to discuss what role the movement or action of sprites played in the creation of their patterns. How does a static image differ from a moving one?
Ask students to reflect on the effect of their visual design on the player. Did it create a particular mood? Create a specific reference? Tell a certain kind of story?
Have the class explore various examples of tessellation, either with digital images or by printing some examples and passing them around the class. These examples could include works of M.C. Escher, brick street patterns, quilts, floor or tiling patterns. Have students discuss the shapes, colors, rhythm, and patterns of each piece and challenge them to analyze what it is they think makes tessellation so interesting and compelling a technique.
Brainstorm ideas around what might have inspired the artist or why a particular pattern might have been used on a street side- walk or for flooring in a house. Discuss the role of color. Then have them launch Gamestar and create games using tessellation as a design pattern. Encourage students to think about what meaning the shapes hold for them. Have them focus most heav- ily on the visual design of the game, leaving the usual discussion of game interaction behind. Ask each student to use the game label to give their game a title and description, in the same way an artist like Escher would title a drawing.
Variations
Conclude the class with an Artist’s Fair. Students can set up their workstations as stalls, displaying their art piece/s. Invite outside guests with an art background to visit the class and comment on the work of the students.
How did it go?
Ask students to describe the concept of tessellation and how they used this technique in their game.
Ask them to discuss what role the movement or action of sprites played in the creation of their patterns. How does a static image differ from a moving one?
Ask students to reflect on the effect of their visual design on the player. Did it create a particular mood? Create a specific reference? Tell a certain kind of story?