Grade Level: 10th

Subjects: Mathematics, Social Studies, Art, Language Arts

Learner Outcomes: The student will...

• be able to explain the importance of art during the Renaissance.
• identify at least one early mosaicist.
• be able to describe mosaic art in his or her own words.
• understand how to create tessellations.
• understand which polygons will and will not tessellate.
• create a tessellation and then make a mosaic of his or her design.
• be able to identify M.C. Escher and at least one of his tessellations.

Materials:

• Self-hardening clay or foam core board
• Grout
• Piece of wood
• Knife
• Hi-gloss acrylic, or permanent markers
• Graph paper
• Glue
• Water and sponge
• Geometric shaped cutters
• Reference books
• Colored Pencils
• White paper
• Tag board for tessellation pieces
• Scissors
• Scotch Tape
• Computer with internet access

• Make sure students have internet consent forms on file.
• Provide alternative methods of research for students without internet permission.
• Carefully supervise students while using the knife.
• Bookmark appropriate sites which will assist students during their research.
• Reserve the computer lab in advance.
• Make copies of the student information sheet prior to beginning the lesson.

Day 1:

• Have students research mosaics.  Some great sites site 1, site 2, site 3, site 4
• Have students research tessellations and view examples on the internet.  Some great sites  site 1, site 2, site 3, site 4
• Students will then complete an information sheet about both mosaics and tessellations.

• Review with students how to design their own tessellations.  Some sites you may wish to use for instruction include the following... site 1, site 2, site 3, site 4
• Students will make their own shape to tessellate using tag board.
• Students will begin to design their own tessellations.

• Students will complete the tessellations on paper and add color.
• Students will begin developing the mosaic from the tessellation design.

• Students will complete the mosaics and prepare them for display.

Modifications:

• Check individualized education plans prior to the activities.
• Students who may experience difficulty with the lesson may need to be paired with a more capable student.

• Students could model one of the mosaics they find during their research.

• Rubric attached

West Virginia Instructional Goals and Objectives:

• Social Studies (8.11,8.13,8.15)
• Art(GA11.3,GA11.5,GA11.8,GA11.11,GA11.12)
• Geometry(G.14,G.19,G.23)
• Language Arts(10.35,10.40.10.5110.5,10.63,10.81Computer Tech., 10.84)

History

• Understands economic, social, and cultural developments in the contemporary United States

• Understands and applies basic and advanced properties of the concepts of geometry

• Understands connections among the various art forms and other disciplines
• Understands the visual arts in relation to history and cultures

• Uses the general skills and strategies of the writing process

• Fine Arts
• Engineering/Technical

• coolmath
• World of Escher
• Web Gallery of Art
• Brittanica.com
• Books about Mosaics (order online)
• The Florence Art Guide
• NM's Creative Impulse
• Creative combinations of math, art and fun
• Classic Tessellation Designs
• 21st Century Escher Inspired Graphics
• Tiling and Patterns from the Renaissance era
• Totally Tessellated
• Escher Tessellations

Authors:

• Mary Ann Patton
• Connie Briles
• Cari Pauley