Level One - The art work conveys good knowledge of tessellations and includes many design elements. Students discuss the importance of respect for individuality.The tessellations are exhibited and students take time to evaluate their work and look at the work of classmates. Teacher helps students mount their tessellations on 15” x 15” white tag board.Teacher notes students’ understanding of directions and reviews with the class if necessary.Teacher circulates through the room during student work time, answering questions and offering support as needed.(2) Independent Practice and Check for Understanding: Students design an original tessellation drawing using Sargent Art markers and colored pencils.Students watch teacher’s step-by-step demonstrations and discuss teacher exemplars. Students learn about the art of designing tessellations.Slide the left shape to the right side of the square and tape. Slide the top shape to the bottom of the square and tape. Teacher demonstrates making a tessellation shape from a 3” x 3” index card.ĭraw two shapes within the square (one at the top and one at the left corner). Teacher asks students to think about creating an all-over design using repetition of pattern and color.
What did he learn from visiting the Alhambra? Have you seen Escher’s tessellations in newspapers and other advertising? Teacher introduces the tessellations of M.C.What designs are common? How old are these tessellations? Students view tessellations found in the Alhambra and discuss how they were made.Have you been to Spain? Where is Granada? What countries are near Spain? Where is Spain? Students look at a world map to see the distance between Spain and the United States.Teacher introduces students to tessellations found in the Alhambra in Spain.Heavy gray construction paper, pencils, index cards, permanent markers, scissors, tape Time:ģ lessons (45 minutes each) Introduction and Motivation (Set): Assorted Fine Bullet Tip Permanent Markers New Vocabulary:Īlhambra, tessellation, M.C. Escher, who studied tessellations in the Alhambra, will be introduced and his tessellations will be compared to those found in the Alhambra. They will learn about the art created in the Alhambra during the 14th century. They will create alluring art works using repetition of shape and color. Students will focus on the elements of design. Visual Arts Grades K-4 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Purpose: Visual Arts Grades K-4 Content Standard 4: Understanding the visual art in relation to history and culture Visual Arts Grades K-4 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas Visual Arts Grades K-4 Content Standard 2: Using knowledge of structure and functions
Visual Arts Grades K-4 Content Standard 1: Understanding and applying media, techniques, and processes They will incorporate ideas from the Alhambra in Granada, Spain, and from the Dutch artist, M.C. Students will make original tessellation templates and develop detailed drawings from them using their acquired knowledge of the art form. These artworks will show students’ understanding of an art form that was created in the 14th century in Spain. Students will create art works that are made from their original tessellation templates. Escher, visited the Alhambra, studied the detailed drawings of the Moorish mosaics, and created many fascinating tessellations combining math, science, and architecture. Many beautiful tessellations are found in the Alhambra in Granada, Spain.
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