Embedded Files
Description
Description
Students will analyze the optical artwork of M.C. Escher and its relationship with concepts in geometry. They will create a designed cardstock puzzle that tessellates.
Lesson Objectives
Lesson Objectives
- Students will analyze the optical art of M.C. Escher’s tessellations and record a personal response.
- Students will explore and experiment with tessellating shapes as an artmaking technique.
- Students will use geometry concepts of glide and reflection to produce a puzzle that tessellates.
- Students will evaluate their own art explaining how they used Math Concepts to make art.
Supplies and Materials
3" x 3" & 5" x 5" foam or cardstockRuler Pencil/EraserScissors Tape Coloring media of your choice: Markers, colored pencils, watercolor, or Acrylic paintVisual Arts Standards
CREATINGVA:Cr2.1.4a Explore and invent art-making techniques & approaches. VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making. RESPONDING VA:Re.7.1.4a Compare responses to a work of art before and after working in similar media.
Tessellation Puzzles.pdf🧩Criterion A: Knowing & Understanding
🧩Criterion A: Knowing & Understanding
Students discover the aesthetics of art forms and are able to analyse and communicate using specialized language. Students inform their work and artistic perspective using explicit and tacit knowledge alongside an under- standing of the role of the arts in a global context.
Objective 1: Students will analyze the optical art of M.C. Escher’s tessellations and record a personal response.
Objective 1: Students will analyze the optical art of M.C. Escher’s tessellations and record a personal response.
artist biography good.jpg.pdf40MCEscherArtistBio.pdfM. C. Escher Artist Inquiry Assignment
M. C. Escher Artist Inquiry Assignment
1) Watch 2 of the 3 videos about artist M.C.Escher, and read through the M.C. Escher Artist Biography.
1) Watch 2 of the 3 videos about artist M.C.Escher, and read through the M.C. Escher Artist Biography.
2.) Complete this Kami Assignment in Google Classroom. You may use any of the resources I have given to you, and you can search for any missing bits on the web.
2.) Complete this Kami Assignment in Google Classroom. You may use any of the resources I have given to you, and you can search for any missing bits on the web.
https://classroom.google.com/u/0/h
🧩Criterion B: Developing Skills
🧩Criterion B: Developing Skills
Students develop their artistic ideas to a point of realization by applying their skill and techniques. Students make final commitments to their artwork by presenting it to audiences.
Objective 2: Students will explore and experiment with tessellating shapes as an artmaking technique.
Objective 2: Students will explore and experiment with tessellating shapes as an artmaking technique.
Rotation
Rotation
StepByStepRotationTessellation.pdfTranslation
Translation
StepByStepTranslationTessellation.pdfReflection
Reflection
StepByStepReflectionTessellation.pdf🧩Criterion C: Thinking Creatively
🧩Criterion C: Thinking Creatively
Students develop curiosity, and purposefully explore and challenge boundaries. Students explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. They discover their personal signature and realize their artistic identity.
Objective 3: Students will use geometry concepts of glide and reflection to produce a puzzle that tessellates.
Objective 3: Students will use geometry concepts of glide and reflection to produce a puzzle that tessellates.
Step 1. Prepare the Paper Template
Measure and cut a 3" x 3" paper square. (thick paper works best,) Label each edge with the numbers 1-4, starting at the top and moving clockwise.
Step 2. Modify the top and bottom of the paper.
Draw a shape along edge number 1 with a pencil. Cut the shape out with scissors. Translate the cut shape across the square and attach it to edge 3 with tape.
Step 3. Modify the Left & Right Sides of the Paper
Draw a shape along edge number 2 with a pencil. Cut that shape out with scissors. Translate the cut shape across the square and attach it to edge 4 with tape.
At this point you should have chosen your MEDIA. These instructions are for foam and paint, but you can very easily use cardstock and markers or colored pencils, or even watercolor paint.
Step 4. Trace the Template
Place the paper template onto a sheet of colored foam or cardstock. Trace the template twice with a pencil. Select a second color of foam or paper and repeat.
Step 6. Add Features
Identify a possible image for the puzzle pieces. Embellish the puzzle pieces to emphasize the image using the art material of your choice.
Step 7. Assemble the Puzzle
Glue the completed puzzle together, creating the tessellation.
🧩Criterion D: Responding
🧩Criterion D: Responding
Students respond to their world, to their own art and to the art of others. Students must make connections and transfer learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate as well as respond to change.
Objective 4 : Students will evaluate their work and create an Artist Statement that shares their process.
Objective 4 : Students will evaluate their work and create an Artist Statement that shares their process.
Students will evaluate their work and create an Artist Statement that shares their process.
Students will evaluate their work and create an Artist Statement that shares their process.
ArtistStatementFlowChart.pdfFlipgrid Artist Statement
Flipgrid Artist Statement
Follow this link to Flipgrid to complete the video Unit Reflection assignment.
Be clear, be informative, and be interesting!!
Make sure that you show us your face and your art!!
Resources and Extras
Resources and Extras
Page updated
Report abuse