Equitable and Constructivist Art-Technology Lesson Plan

EXPLANATION OF EQUITABLE AND CONSTRUCTIVIST ART-TECHNOLOGY LESSON PLAN

I created the following lesson plan on tessellations inspired by artist M.C. Escher’s lithograph prints.  After viewing some examples of constructivist lesson plans, I got great ideas but struggled to find one that used art and incorporated technology simultaneously.  This lesson is based off of the strengths and “missing pieces” of constructivist lessons from other core subjects that I viewed.  The plan exemplifies equitable instruction because all students will have access to 1:1 computers in a lab with the same software and functions.  This lesson shows the constructivist style because it is largely student led, avoiding lectures and note-taking where students are given explanations of concepts before trying to figure things out on their own.  Students work independently, with a partner, and with small groups to problem solve and discuss determine the meaning of new concepts for the lesson. They eventually present a project they created to the class, explaining the reasoning behind their work to demonstrate their new knowledge.  

Experimentation and reflection are skills constructivist instructors hope to teach their students.  Because of this goal, I have directed students to practice with interactive web-based tessellation programs and troubleshoot issues for their final project.  The project is based on a “real world” situation where as an interior designer, each student must re-design an interior space using more pattern-- Specifically, using organic-shaped translation tessellations.  The act of sharing their project with the class parallels the constructivist belief that student learning is validated through sharing their experiences with the community.  

Paper Tessellation Art Lesson, Grade 7 by Maura Meyers

Theme: Tessellations, Architecture, Math, Perspective Drawing

Product: 1-point perspective interior room drawing that includes an organic-shaped tessellation.  (Tessellation created with a homemade paper pattern). 

Skills: The students will be able to... 

--Identify the characteristics of tessellations and how they differ from regular patterns

--Distinguish the difference between geometric and organic shapes 

--Use the elements of art to discover characteristics of M.C. Escher’s artwork 

--Create an original tessellation and defend their work among peers

--Exercise problem solving skills while determining ways to create an original organic tessellation

--Relate tessellation artwork to real-life situations and arts-based careers

--Collaborate with peers to determine environments where tessellations are used in everyday life

Standards: 

1PE Explore how personal experiences, interest, cultural heritage and gender influence an artist’s style and choice of subject matter.

2PE Identify professions that use artistic skills and problem-solving.

4PE Observe a variety of artworks noticing details, themes and ideas and group them into patterns and categories.

6PE Connect various art forms to their social, cultural or political purposes and include regional examples.

1PR Improve craftsmanship and refine ideas in response to feedback.

2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

3PR Represent depth and volume in their two-dimensional works of art

2RE Compare and contrast diverse viewpoints about works of art.

3RE Interpret selected artworks and synthesize their interpretations with the interpretations of others.

6RE Develop and use criteria to guide reflection and assessment of selected personal artworks.
7RE Assess one’s own work and working process and the work of others in relation to criteria and standards.

New Vocabulary:Tessellation, organic shape, geometric shape, interior designer,

Old Vocabulary: 1-point perspective, vanishing point, orthogonal line, architecture

Product Materials: 1 12”x18” paper per student for final copy, 1 9”x12” paper per student for practice, ruler, pencil, eraser, scissors, tape, 3” square cardstock, markers, 1:1 computer access, pattern blocks, printed examples of tessellating and non-tessellating patterns

Technology Use: 

--1:1 computer lab access

--Students use the internet for M.C. Escher and tessellation research

--Students use interactive websites to practice creating geometric tessellations

Teaching Activities

Part 1: Group Tessellation Characteristics Activity.  Each table in the classroom is set up with two items: a picture or design made from pattern blocks labeled “non-tessellating”, and a picture or design made from pattern blocks labeled “tessellating”.  The students work in small groups and rotate through each table to try to distinguish the characteristics of tessellating and non-tessellating patterns. 

Part 2: Share Your Ideas.  Each group shares their ideas to make a large collaborative list of characteristics  for tessellating and non-tessellating patterns.  Students then work in groups to create their own examples of tessellating and non-tessellating patterns with pattern blocks.  They share their designs with other groups and defend why each design is a tessellation or not a tessellation. 

Part 3: Connection to Art History.  View the artwork of M.C. Escher through google search for “M.C. Escher Tessellation”.  

http://www.google.com/search?q=M.C.+Escher+tessellation&safe=active&client=firefox-a&hs=8jI&rls=org.mozilla:en-US:official&source=lnms&tbm=isch&sa=X&ei=5XveUpaqFsybrQGXp4GQBA&ved=0CAkQ_AUoAQ&biw=1145&bih=564&surl=1

Use the elements of art (Line, shape, color, texture, value, form) to compare and contrast tessellations made in class to those of Escher.  Share conclusions in small groups. 

Part 4: Connection to Technology. Use various sites given to create interactive geometric tessellations.  

http://gwydir.demon.co.uk/jo/tess/sqtile.htm

http://www.shodor.org/interactivate/activities/Tessellate/

After creating a successful tessellation, view websites with tutorials on ways to create an organic “translation” tessellation designs. 

http://www.scienceu.com/geometry/articles/tritile/tiling.html

http://www.tessellations.org/methods-diy-papercut.shtml

http://www.cleanvideosearch.com/media/action/yt/watch?videoId=JriMIOYd90w

 Go over student research and conclusions about ways to make translation tessellations as a class. 

Part 5: Hands On Tessellation Practice.  Apply knowledge from translation tessellation video tutorial to practice making a tessellating shape with a 3” square piece of cardstock, scissors, and tape.  Peer Evaluation:  Have students pair off and check to make sure their shape was created correctly and tessellates successfully.  Discuss as a class any issues and frustrations to work on. 

Part 6: Real-World Tessellations Connections.  Prompt given to students: You are an interior designer who has been asked to re-design a space by incorporating more pattern into the rooms of your choice.  Create a drawing using 1-point perspective to represent an interior space you will design.   Fill the drawing with items that hint to the customer the purpose of the room and what kind of building it might be in (The purpose of the room and the type of building it might be in are your choice).  Create an organic translation tessellation to include in the room.  After researching real-world tessellations, pick an appropriate surface to put your tessellation on.  Defend your choices during a presentation to your clients (the class).  

Part 6: Work time and Critique.  After reviewing perspective drawing, tessellations, and finishing their projects, students will present their artwork in small groups.  Individuals will share how they created a specific building, interior space, how their pattern is a successful tessellation and why they positioned it in its specific location.  Peers will interact with the individual to discuss the strengths and areas of improvement for the individual’s project. 

Evaluation: 

	EXCELLENT	GOOD	FAIR	NEEDS IMPROVEMENT
EFFORT & PARTICIPATION	Class time used effectively Worked independently when Ms. Meyers was working with others	Used most of my class time effectively.	Tried to stay on task but did not use my time as well as I could have.   Trouble working independently	Off task and distracted most of the time.    Kept others from getting work done.
	Engaged in meaningful discussion with peers	Offered helpful comments to discussions and listened well to others’ ideas.	Participated in discussion but did not relate comments to the themes of the peer review	Did not offer reflection discussion to peers, small groups, and presentations
	Project presentation seemed well-planned  Gave meaningful explanations of decisions made in art project	Presentation was engaging and focused well decisions within the art project.	Presentation seemed ill-prepared.  Presentation lost focus on the main questions of why the artwork was made.	Project presentation was disorganized.  Student did not treat presentation in a “professional” manner.
CRAFTSMANSHIP:  My project is...	Project planned lightly in pencil Old pencil lines erased	Some visible pencil marks	Many visible pencil marks	Pencil lines were not erased or were too dark to erase.
	Colored neatly Colored in 1 direction	Most areas are colored neatly in 1 direction	Some areas aren’t colored in 1 direction Colored outside of the lines	Coloring appears rushed.  Did not color in 1 direction
PROJECT REQUIREMENTS	Created a room using 1 point perspective	Attempted to use 1 point perspective Did not use a ruler every time	Attempted to use 1 point perspective Did not use vanishing point correctly.	Did not use 1 point perspective to create interior room
	My shape tessellates with no gaps and no overlaps.	Some gaps or overlapping visible	Many gaps and areas of overlapping visible	My shape does not tessellate.
	Added details and elements to the interior room to hint at the type of building and purpose of the building	Added objects to hint at the purpose of space but could have invested more time and detail.	Added details but they do not hint at the type of building and purpose of the space.	Did not add any details or elements in the interior room to hint at the type of building or its purpose
NAME ON PROJECT	Name and period on project	No period on project		No name on project.