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Submitted by: Myriam Ramos,
Antilles High School, Fort Buchanan, San Juan, Puerto Rico
Unit: M. C. Escher - Design - Math Integration
Lesson Plan: Tessellations
Grade Level: 6 through 12
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Objectives:
1. Create a tessellations using rotation and translation.
2. Create a tessellation using reflection.
3. Art Appreciation - the work of M. C. Escher
4. Use elements and principles of design - color, balance,
repetition/pattern.
5. Career emphasis - textile design or wrapping
paper design
Vocabulary:
Tessellation, reflection, rotation, translation, repetition
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Materials:
Transparencies
Escher posters
Construction paper rectangles (or 3" x3"squares)
Construction paper triangles
Rulers and protractors
Markers, color pencils or crayons
Drawing paper
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Resources:
Tessellations - The work of M. C. Escher
http://www.princetonol.com/groups/iad/lessons/middle/tessell.htm
Tessellations and How to Make them - Crystal Productions Video with
Jim McNeill
Tessellations Posters from Crystal Productions.
Jim McNeill
Demonstration
Another Lesson Plan by Woody Duncan
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| Instruction/Motivation:
Present works of M. C. Escher
Demonstrate steps on overhead (See Jim
McNeill Demo)
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Procedures:
1. Demonstrate tessellation techniques on overhead (See Jim
McNeill Demo):
· Translation
· Rotation
2. Hand out rectangles to create rotation and translation tessellations.
3. Copy four times in sketchbook to create a mosaic.
4. Hand out equilateral triangles.
5. Demonstrate reflection.
6. Brainstorm symmetrical objects and group in three's.
7. Create a design with three related symmetrical objects on sides of
triangle.
8. Draw adjacent equilateral triangles on 12" x 18" paper using
protractor and ruler.
Transfer designs from triangle template to 12" x 18" drawing
paper. See example
9. Color with markers, crayons or colored pencils.
For more information on this lesson, email Myriam Ramos cemy@caribe.net
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| Evaluation:
Did students successfully use rotation and translation to create a
tessellation?
Did students successfully use reflection to create a tessellation?
Did students show an awareness and appreciation of the work of M. C.
Escher?
Did students effectively use color, repetition to create a strong design?
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