Planet Earth

Performance Objectives:

1:1 The student will review tessellation samples related to historic perspectives provided by the teacher via web sites, books, and video. Performance will be satisfactory if samples are reviewed and the student is able to recognize tessellations from historical sites and give a brief overview of major points of the history of tessellations.

1:2 The Escher CD-ROM will be available to the student. The student will interact with the Escher CD-ROM as her/his own pace. Performance will be satisfactory if the student explores all sections of the Escher CD-ROM and the interaction includes completion of a finished pattern of each tessellation type: symmetry, transformation, rotation, and reflection.

1:3 The student will be encouraged to reference math and art resources. The student will draw basic geometric shapes using pencil, paper, and a straight edge. Performance will be satisfactory if the basic geometric shapes of circle, square, equilateral triangle, rectangle, and hexagon are drawn and the drawings are consistent with basic shapes in math or art resources.

1:4 The student will reference art or math resources in addition to her/his personal log (sketchbook). The student will experiment with tessellation patterns. Performance will be satisfactory if three different geometric shapes are used for pattern experimentation and experiments with each of the basic shapes produces a sketch consistent with one of the tessellation types.

1:5 The student will reference notes or sketches from her/his previous activities. The student will produce a finished black and white sketch of a tessellation. Performance will be satisfactory if the sketch is produced and the production is consistent with standards of a "finished" sketch: clean, black on white and an entire 8 1/2 x11" sheet of drawing paper is utilized.

Subgoal Topic: Access additional resources from other fields (math, science, history).
Domain: Affective Level: Awareness
Theory of Learning: Directed, cognitive, constructivist.

Paper Planet

2:1 The student will use available traditional tools such as paper and pencils. The student will interact with the art supplies at her/his own pace. Performance will be satisfactory if the student explores all sections as described in the activities section of this module and completes assigned tasks within the given guidelines. 

2:2 The student may reference math and/or art resources. The student will draw basic geometric shapes using appropriate selections from supplied art materials. Performance will be satisfactory if the basic geometric shapes of circle, square, triangle, and equilateral triangle are drawn and the drawings are consistent with the examples given with the instruction in this module.

2:3 The student may reference her/his previous work or notes. The student will experiment with tessellation patterns. Performance will be satisfactory if the basic geometric shapes are used for pattern experimentation and experiments with each of the basic shapes produces a sketch consistent with the definition of a tessellation type.

2:4 The student may reference her/his notes or sketches from this module or previous activities. The student will produce a finished drawing or painting of a tessellation. Performance will be satisfactory if the drawing is produced and the production is consistent with standards of a "finished" drawing or painting.

Learning Experiences

Subgoal Topic: Access additional resources from other fields (math, science, history).
Domain: Affective Level: Awareness
Theory of Learning: Directed, cognitive, constructivist.

 

Shape Shifters

Quilt Quasars

Performance Objectives:

4:1 The student will review tessellation samples used in finished quilts. Performance will be satisfactory if samples are reviewed and the student is able to recognize simple and complex tessellations used in quilts and identify the artist. Samples: http://www.jinnybeyer.com/desktop/daylily.html http://www.jinnybeyer.com/desktop/ode.html

4:2 The Electric Quilt and other graphics software will be available to the student. The student will use the software to select a tiling suitable for a quilt tessellation. Performance will be satisfactory if the student is able to complete a quilt design including coloring and texture using the chosen software. The student will design and make a tiling template suitable for construction of a quilt tessellation. Performance will be satisfactory if the tiling fits together following the principles of rotation, symmetry, transformation, and reflection. http://www.jinnybeyer.com/blocks/

4:3 The student will use color, pattern, and texture boxes to shade and transform the design. http://www.jinnybeyer.com/tips/tip22.html   

4:4 The student will select fabrics for a color palette from those provided by the instructor, themselves, or class members.

4:5 The student will test fabric for shading, color, and texture that will produce the effect desired and planned by the student. The student will complete mock-ups of three different fabric combinations using a flannel board. Students will seek opinions and assistance from class members.

4:6 The student will prepare a tessellation tiling with ¼ inch seam allowance.

4:7 The student will cut fabric tilings, and sew tilings together to complete the desired design. Students may use sewing machine and/or hand sewing. The student will complete the quilt by making a quilt sandwich of top, batting, and backing. The quilt will be tied or quilted according to the student’s design. The binding and sleeve will be attached. A label identifying the quilt name, artist, date, and place of completion will be attached to the back.

4:8 The student and class members will evaluate the quilt based on tessellation originality and creative composition.

Learning Experiences

Subgoal Topic: Access additional resources from other fields (math, science, history).
Domain: Affective Level: competence
Theory of Learning: Cognitive, constructivist.

     

Outer Limits

Students design their own goals, performance objectives, and activities.