Lesson Title:
Transformations with
Tessellations
Content Area & Arts
Discipline: (Non-Arts
Subject & Arts Subject)
Math, Visual Arts
BIG IDEA & LEARNING OBJECTIVES
Students will be able to know and/or do… define the three ways to
transform a shape: translation, rotation and reflection
Students will… understand and create a tessellation
Students will…examine role of mathematics in society
Students will…examine the art of M.C. Escher
Overview of the lesson:
(Short description)
PROCEDURES
Students will create an
original piece of artwork
using transformations and
tessellations.
List the steps of the lesson by following the outline below:
The teacher/teaching artist will engage students (“the hook”) by:
5th
Introduce students to the work of graphic artist M.C. Escher, who is
well known for creating art inspired through mathematics. Have
students reflect on things they notice about his artwork concerning
pattern, color and shape.
Proposed Time Frame:
The teacher/teaching artist will build knowledge by:
Grade Level:
(Hours, Days, Weeks, etc.)
3, 45 minute lessons
Date Lesson Created:
3-7-13
Lesson Author: (Teacher
or Teaching Artist)
Wendy Thrash, Mason
Elementary School
Edited by Megan Hines
Define tessellations and the different types of transformations:
translation, reflection and rotation. Select one or two different pieces
of M.C. Escher's art (http://www.mcescher.com/) and have the
students identify where they see tessellations and transformations
present.
The teacher/teaching artist will model the experience:
The class will then transition into creating their own tessellation
illustrations in a style similar to M.C. Escher.
Provide students with a 4x4 piece of cardstock that will be used to
create their pattern. Provide an example of how to create a
tessellation by drawing a simple pattern, cutting the paper in the
pattern, and taping it together to form a template. An illustrated
example of this process provided on the website Tessellations at
2/4/13
http://www.tessellations.org/methods-diy-papercut.shtml.
Room Requirements &
Arrangement: (Location of
chairs, classroom or gym, etc.)
The teacher/teaching artist will guide the practice with the
students by:
Classroom
While students are brainstorming their tessellations, provide them
feedback on how their pattern will fit together.
Materials/Equipment:
The students will apply understanding by:
(Arts supplies, tech equipment,
etc.)
9x12 drawing paper
4x4 card stock
Pencils
Scissors
Tape
Markers
Pre-made examples
Resources: (Additional
books, website addresses,
images, etc.)
M.C. Escher artwork and
biography
http://www.mcescher.com/
Vocabulary: (Key words for
both the non-arts and arts
subjects)
Tessellation
Transformation
Translation
Rotation
Reflection
Students will then create their tessellations on a larger 9x12 piece of
drawing paper, completing the pattern across the whole page.
Students will then have the opportunity to add color to the
tessellations to complete the drawing.
The teacher/teaching artist will create opportunities for reflection
(Closing) by:
After the students have created their tessellation student will write on
index cards the transformation they used with explanation. Students
will write three or more sentences on how transformations and
tessellations are used in society or nature. On a second card students
will answer the following questions: What did you like? What did you
learn? What would you do next? After everyone has finished have a
group discussion where everyone gets ninety seconds to talk about
their art work.
The teacher/teaching artist will assess the students’ learning by:
Successful use of translation, rotation, and reflection in a tessellation.
Creativity and detail and neatness of coloring. Understanding of how
transformations and tessellations are used in society and nature.
STANDARDS & PRINCIPLES
Please list the competency from the following:
State Content Standards (i.e. CCSS, Mississippi Frameworks):
Math
Geometry 5.G
Classify two-dimensional figures into categories based on their
properties.
3. Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
Arts Standards (i.e. MS Visual & Performing Arts Frameworks):
2/4/13
Visual Arts
3. Increase knowledge and use of various media, techniques, and
processes in creating different effects in works of art. (CP)
a. Demonstrate the ability to competently manipulate two-dimensional
and three- dimensional media.
b. Examine a variety of art works and identify materials, techniques,
and processes used to create them.
4. Develop perceptual skills and use increased visual arts vocabulary to
make judgments while creating and studying works of art. (CA)
a. Use correct art vocabulary to study works of art through oral and
written means.
b. Reflect on the process of creating individual works of art.
5. Recognize critical processes (response, description, analysis,
interpretation, and evaluation) used in the examination of works of art
and design through reading, writing, and speaking. (CA)
a. Identify effective use of form, media, and technique through oral and
written analysis.
Principles of Universal Design for Learning (at least one from each
of the three guiding principles):
Provide Multiple Means of Representation
1.1 Offer ways of customizing the display of information
2.1 Clarify vocabulary and symbols
2.5 Illustrate through multiple media
3.1 Activate or supply background knowledge
3.2. Highlight patterns, critical features, big ideas, and relationships
3.3 Guide information processing, visualization, and manipulation
3.4 Maximize transfer and generalization
Provide Multiple Means of Action and Expression
4.1 Vary the methods for response and navigation
Provide Multiple Means of Engagement
8.3 Foster collaboration and community
9.3 Develop self-assessment and reflection
APPENDIX
Extended Learning Activities:
Student can use a color scheme to color their tessellation.
chart out of the “What you would do next” questions.
TIPS/FAQs:
References: (i.e. Works cited, etc.)
2/4/13
Make a