Lesson Plan
Course Title:
Graphic Design and Illustration
Session Title:
Tessellation Pattern Design
Lesson Duration: Approximately 5 days
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Students will create a graphic illustration using the mathematical principles of tessellation.
Specific Objectives:
1. Research and discuss examples of patterned design and tessellation.
2. Discuss career opportunities for graphic designers and illustrators.
3. Create practice sketches using the parallelogram as a base pattern.
4. Develop a completed illustration using color and texture to illustrate a tessellated pattern.
Preparation
TEKS Correlations:
130.88 (C)
(1) The student applies academic knowledge and skills in art and design projects. The student is
expected to:
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and
fractions applied to measurement and scale; demonstrating knowledge of arithmetic
operations; using conversion methods such as fractions to decimals and inches to
points; and applying measurement to solve a problem.
(2) The student understands professional communications strategies. The student is expected
to:
(D) present formal and informal presentations; and
(E) apply active listening skills.
(3) The student understands and examines problem-solving methods. The student is expected
to employ critical-thinking and interpersonal skills independently and in teams to solve
problems.
(7) The student applies leadership characteristics to student leadership and professional
development activities. The student is expected to:
(D) employ mentoring skills.
(8) The student applies ethical decision making and understands and complies with laws
regarding use of technology in graphic design and illustration. The student is expected to:
(A) exhibit ethical conduct related to interacting with others such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect for intellectual property; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies.
(10) The student applies technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
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1
(11) The student develops an increasing understanding of graphic design and illustration. The
student is expected to:
(A) research art and design career opportunities and qualifications;
(C) interpret, evaluate, and justify design decisions;
(D) conduct oral or written critiques of designs by:
(i) applying a critical method of evaluation;
(E) analyze and apply art elements and principles; and
(F) employ a creative design process to create original two- or three-dimensional projects
by:
(i)
creating designs for defined applications;
(ii) applying elements of design;
(iv) using good composition; and
(vii) creating a project by applying color.
Interdisciplinary Correlations
Art, Level I: 117.52(C)
(1) Perception. The student develops and organizes ideas from the environment. The student is
expected to:
(A) illustrate ideas for artworks from direct observation, experiences, and imagination and
(B) compare and contrast the use of art elements (color, texture, form, line, space, value)
and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal
artworks and those of others, using vocabulary accurately.
(2) Creative expression/performance. The student expresses ideas through original artworks,
using a variety of media with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating on direct observation, experiences, and
imagination; and
(C) demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and
culture as records of human achievement. The student is expected to:
(A) compare and contrast historical and contemporary styles, identifying general themes and
trends;
(B) describe general characteristics in artworks from a variety of cultures; and
(C) compare and contrast career and avocational opportunities in art.
Instructor/Trainer
References:
http://www.tessellations.org
Instructional Aids:
Tessellation Pattern Design slide presentation
Tessellation Pattern Design Parallelogram Pattern template
Tessellation Pattern Design Rubric
Materials Needed:
Sketch pads
Drawing paper
Rulers, pencils, colored pencils or markers
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
Copyright © Texas Education Agency, 2013. All rights reserved.
2
Equipment Needed:
Computer and projection system with appropriate software to display slide presentation
Computer with appropriate industry-standard photo editing and illustration software installed
Computer with internet access
Learner
Needs some very basic understanding of geometry
Introduction
MI
Introduction (LSI Quadrant I):
ASK: Does anyone know what a Tessellation is?
[start slide presentation]
SAY: Graphic designers and illustrators are employed for a variety of tasks that
incorporate the use of tessellations. Specialty printers are used to produce greeting
cards, gift wrap, and other patterned papers. The textile industry employs designers
for printed and woven fabrics.
ASK: Can you think of other examples of patterned design?
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I.
Discuss career opportunities for graphic
designers and illustrators.
A. Discuss Escher’s role in tessellation
B. View some of his tessellation art online
(link in slide presentation)
NOTE: Bring in some
examples of wallpaper,
greeting cards, textiles, etc.
Brainstorm career
opportunities.
II.
Create practice sketches using the
parallelogram pattern.
A. Draw a curved or geometric line beginning
at one corner and moving in a clockwise
direction making sure the line meets each
corner.
B. Consider the shape. If you see an object in
the shape, develop it further.
C. Try again to see what shapes emerge.
D. The negative space will also need to be
developed into an object.
NOTE: This is a practice
exercise to make sure that
students understand the
principle of Tessellation.
Encourage collaboration.
Some students may be able
to point out objects that
others do not see. This
process is somewhat like
finding shapes in clouds.
The teacher will illustrate the
method of using the
parallelogram pattern
template while the students
work independently.
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
Copyright © Texas Education Agency, 2013. All rights reserved.
3
Application
MI
Guided Practice (LSI Quadrant III):
The instructor will present the slide presentation on Tessellation Pattern Design to
the students, and provide visual examples for better understanding.
The instructor will monitor individuals as they create their practice sketches.
The teacher will also demonstrate the technique of using the parallelogram pattern
template while students observe. The teacher will post examples, objectives, and
rubrics with the specifics for the final artwork.
MI
Independent Practice (LSI Quadrant III):
Students will conduct research, develop ideas, and create artwork independently.
Students will enhance their tessellation pattern design with color and texture to
complete their illustration project.
Summary
MI
Review (LSI Quadrants I and IV):
Review the concepts of pattern design and research the role of M.C. Escher in
Tessellation art.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher will circulate during Guided and Independent Practice checking for
understanding of concepts and techniques. Teacher will observe student progress
and make suggestions/provide guidance as necessary.
MI
Formal Assessment (LSI Quadrant III, IV):
Students will participate in a formal class critique using the criteria outlined on the
Tessellation Pattern Design Rubric. The completed Tessellation illustration projects
will be evaluated by the instructor using the Tessellation Pattern Design Rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Instead of a parallelogram, try a more challenging hexagonal or rotated tessellation.
Encourage students whose work is exceptional to add it to their portfolio and
publish/share it in a public forum such as: http://www.tessellations.org/essaystessellation-ratings.shtml
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
Copyright © Texas Education Agency, 2013. All rights reserved.
4
Tessellation Pattern Design
Parallelogram Pattern
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
Copyright © Texas Education Agency, 2013. All rights reserved.
5
TESSELLATION PATTERN DESIGN RUBRIC
Criteria
Discussion
Participation
(10 points)
Tessellation
Project
Criteria
(30 points)
Understanding
of Tessellation
(30 points)
Creativity
(20 points)
Professional
Appearance &
Presentation
(10 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Contributes to
the discussion,
adds new points
of consideration.
Contributes to the
discussion.
Some
participation in
discussion.
Not engaged in
discussion.
25-30 points
12-24 points
1-11 points
0 points
Uses color and
texture to
enhance an
interesting, well
designed
project.
Creates an
interesting, well
designed project.
Project has color
and/or texture
but it is not well
designed.
Project has no
color and is oversimplified.
25-30 points
12-24 points
1-11 points
0 points
Completes
tessellation with
clarity; pattern is
seamless.
Completes
tessellation;
pattern is
seamless.
Completes
tessellation;
pattern is not
seamless.
Does not
complete
tessellation.
17-20 points
8-16 points
1-7 points
0 points
Design ideas
are original in
thought and
exceptionally
creative.
Design ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Professional
project.
Final product is
neat and
professionally
presented.
Good
presentation of
project. Only
minor corrections
are needed
Fair
presentation of
project. Several
errors are
evident.
Project is
unprofessional.
Errors distract
significantly from
the content.
TOTAL
POINTS:
AAVTC: Graphic Design & Illustration: Tessellation Pattern Design
Copyright © Texas Education Agency, 2013. All rights reserved.
6
Points