Enduring Idea: Islamic tiles encompass the visual culture of many nations, studying
them helps to better understand their cultures.
Lesson Title: Tessellation Tiles
Grade: 5th
Time Allotment: 3 Class Periods
OVERVIEW:
1) Lesson Summary: Students will being with an introduction
into the concept of the Olympic Games and how each nation
brings a different culture with them as well as athletes in a
time of peace. They will then explore the nations of the
Middle East, and their contributions to the Olympics as well
as their visual culture. The lesson will begin with an
introduction of this form of art and the characteristics of it.
Images of ceramic tiles will be presented in which the
students will then be able to carry on a dialogue about
Islamic ceramic tile and its characteristics while examining,
comparing, and contrasting different tile works including the
similarities of Chinese art. Students will then become ancient
ceramic tile artists themselves by creating and designing their own tiles on paper.
Students will be introduced to the math concepts of Tessellations, and how they
are important to the design of the tiles as well as to math concepts used today.
They will create their tiles with similar motifs to real Islamic tiles in an attempt to
better understand their culture.
2) Artworks, Artists, and Artifacts:
Since Islamic artists did not usually inscribe dates or names onto their
pieces, artists of ceramic tiles may be difficult to determine. It is also a
strong probability that a real authentic piece of Islamic ceramic tile
cannot be provided for observation. Instead provide students with lots
of images of the ceramic tiles found in the palaces and mosques of the
Middle East. It also may be more helpful for students to see these
designs with the comparison of Chinese stylized vegetal works.
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3) Key Concepts:
Middle Eastern artists had a
different and inventive way to
decorate
interiors of their
structures and architecture.
To see the influence other cultures
have on artistic styles: Chinese art
influence Islamic art.
To see the importance of vegetal
designs ornamenting ceramic tiles.
4) Essential Questions:
What do you think these tiles were
meant for? What was their purpose?
Why do you think so many tiles
used vegetal motifs?
How do you think the artist was able to paint the same flower over and
over and have them look so similar?
What do you think these flowers and fruits meant to the people in this
culture?
Do we still use tile today in our houses? What rooms in our house have
tiles? Are the tiles decorated with flowers and fruits?
5) PA Standards for Art and Humanities
Production of Visual Arts
- 9.2.5 C. Know and use fundamental vocabulary within each of the arts
forms.
- 9.3.5 C C. Classify works in the arts by forms in which they are found
- 9.4.5 A. Identify uses of expressive symbols that show philosophical
meanings in works in the arts and humanities
6) Interdisciplinary Connections
Social Studies
- 8.4.6.A Identify and explain how individuals and groups made significant political and
cultural contributions to world history.
Mathematics
- 2.3.5.B. Select and use appropriate instruments and units for measuring quantities to a
specified level of accuracy.
- 2.9.5.B. Predict and describe the result of a translation (slide), rotation (turn), or
reflection (flip) of a 2- dimensional shape.
- 2.8.5.C. Recognize, describe, extend, create, replicate, and form a rule for a variety of
patterns, sequences, and relationships
OBJECTIVES
The students will…
1) Knowledge:
- The students will contemplate the reasons these ancient artists created
elaborately decorated ceramic tiles.
- The students will study images of tiles and uncover meanings to some
vegetal designs.
- The students will demonstrate vocabulary terms and knowledge of
concepts by examining tile designs as well as through the creation of their
own tile.
2) Skills:
- The students will demonstrate their skills through developing a vegetal
design blending and combing different symbols and floral motifs for their
ceramic tile.
- The students will then exercise their skills in math by understanding
tessellations and how there are no gaps or overlaps.
3) Dispositions:
- The students, through this project will learn about the peoples of Middle
Eastern nations.
- The students will also achieve a new awareness of arts and traditions of
other cultures around the world.
- Students will employ aesthetic assessment when combining all of the
student tiles into one wall mural.
ASSESSMENT: Students will be assessed on the following:
Analysis of Artworks: Did the student participate in class discussion on the Olympics,
and the Middle Eastern culture? 1 2 3 4 5
Understanding and Use of Media: Was the student able to properly use the tessellation
techniques? 1 2 3 4 5
Quality of Construction: Was there consideration put into the composition and overall
look of the project? 1 2 3 4 5
Creativity: Did the artist follow proper directions but still use their own experimentation:
12345
Class Rule and Procedures: Did the student follow the correct instructions and rules for
general class etiquette? 1 2 3 4 5
INSTRUCTIONAL PROCEDURES:
Day 1: Brainstorming and setup
1) Motivation and Engagement: The teacher will start off this lesson by
introducing the concept behind the Olympic Games. Using a map, the teacher will
point out Middle Eastern nations and discuss their influence in the games. During
this introduction the teacher will discuss how cultures also have unique art forms
that define them as well. The rest of class will be dedicated to introducing the
motifs, symbols and characteristics featured in Islamic art. Once the students have
been introduced to these concepts, the teacher will begin to introduce Islamic
ceramic tiles, their concepts, and were they were traditionally found. During this
introduction, a slideshow of examples or printouts should be observed. The
teacher should then lead the children into a dialogue about what similarities and
differences they see in some of these pieces of tile. It may also be interesting to
show stylized vegetal images in Chinese art in comparison to the tiles since China
was a heavy influence on Islamic art. It should also be pointed out that the main
motif on these tiles is mainly vegetal, with some geometric patterns and
calligraphy.
2) Development: After the presentation of images, the teacher should hand out
packets to each table containing examples of vegetal designs on tile for the
students to reference when making their designs. The teacher may also consider
distributing flower and garden magazines for students to pick a flower(s) to draw
in their design. The teacher will then introduce how Islamic tiles tessellate, and
demonstrate how to create a tessellation.
3) Culminations: Once the demonstration is complete, students will be asked to
create their tessellations on their own. They can use the templates provided in
class OR create their own designs, as long as they still tessellate.
DAY 2 and 3: Visualization and Prototyping
1) Motivation and Engagement: The teacher will initiate the lesson by reviewing
the tessellation concept and design motifs. The teacher will offer wondering
questions to each table who upon answering will be allowed to access their
projects for their table.
2) Development: When tiles are complete, students will begin to draw their designs
on the tiles. The teacher will again demonstrate for the class how to lightly do a
sketch in pencil on their design to erase mistakes. When the design is complete,
colored pencil techniques should be used for adding shading and color. Students
should be encouraged to reference the motifs in their packets as well as create a
different design on each tile. Students should reference the elements and
principles of art and design to make their project more aesthetic.
3) Culmination and Close: When tiles are complete, students should connect them
on a larger piece of construction paper to observe how they tessellate. Gloss
medium should be painted over top of the already glued tiles to add a glaze
element to the ‘tiles’. Students should then conduct a mini critique stating what
elements of design they used and how they applied them to a tile design.
PREPARATION:
1) Teacher Research and Preparation:
Before class the teacher should be knowledge about the characteristics of Islamic
tiles. This includes knowing the colors of glazes used, types of motifs, and
locations of tiles. Researching Chinese art that looks similar to the stylized images
seen in the tiles would also be a good idea. The teacher should also cut paper to a
similar size of the clay tiles for the student drawings. Glazes that are similar in
color to those that the ancient artists used should be placed out. The slide show or
reproductions of ceramic images should be prepared. If using reproductions, the
teacher may want to consider photocopying several packets for each table to share
in order for students to look carefully at the intricate designs. Photocopies of the
ceramic design references should be made.
2) Instructional Resources:
- www.artstor.org - a great resource containing great quality art images
including many pages featuring ceramic tiles and Chinese arts.
- http://www.islamicarchitecture.org/art/islamic-pottery.html - good
resource for information on the types of techniques and glazing styles in
Islamic pottery.
- Henderson, J. and J. Raby. The Technology of Fifteenth Century Turkish
Tiles: An Interim Statement on the Origins of the Iznik Industry. World
Archaeology. Vol.21, No.1, Ceramic Technology. Jun., 1989, pp.115-132.
- Mason, Robert B. New Looks at Old Pots: Result of Recent
Multidisciplinary Studies of Glazed Ceramics From Islamic World.
Muqarnas. Vol.12, 1995, pp.1-10.
- Mason, Robert B., Ronald M. Forquher, Patrick E. Smith. Lead-Isotope
Analysis of Islamic Glazes: An Explorartory Study. Muqarnas. Vol. 9,
1992, pp.67-71.
- Redford, Scott and James Blackman. Luster and Fritware Production and
Distribution in Medieval Syria. Journal of Field Archeology. Vol.21,
- No.2, Summer 1197, pp. 233-247.
4) Student Supplies:
- Pencils and erasers
- Drawing paper- 4in x 6in
- Cut squares 4x4 inches
- Glazing brushes
- Gloss Medium
- Large construction paper for matt
- Colored pencils
- Scissors
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MODIFICATIONS:
1) Visually Impaired- The teacher should print out the images on full sheets of
paper for this student to see regardless of how the ceramic tile images are
being presented to the students. The teacher could also print off, in large font
or Braille, the essential questions that will be asked so the student can follow
along with them instead of reading them on a slide presentation. The teacher
could also move visually impaired students into an area with good lighting for
them to work and look at images better.
2) Gifted- This type of student could experience the same lesson, but may
explore more fully the lesson’s ideas. The teacher could allow this type of
student to create a more in depth drawing with more intricate patterning and
vegetal designs. A more board range of color usage on the tile should also be
expected of this student. The student could also use larger paper to create their
tessellations.
3) Autistic- This type of student is hard to modify for because there are so many
forms and degrees of autism. This lesson is heavy in certain instructions,
especially in the creation of the tessellating tiles. For this, the students can be
provided with their own template rather than creating one themselves. They
also may use a partner, as long as that partner does not do their work. The
important concept is to grasp that tessellations do not have ‘gaps or overlaps’,
therefore the means in which they achieve this idea should be flexible as long
as they are grasping the concept.