Weeks 6 - 10, Term 3 Art: Visual Art Topic: Tessellation

Achievement Standard:
Visual Arts:

By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss
how they and others use visual conventions in artworks.

Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and
processes to communicate their ideas.

Content Descriptors:
o Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)

Learning Intention Success Criteria How will I assess this?

Visual Arts:
To be able to make a tessellation artwork • I can create a tessellating shape and use • Formative:
inspired by the work of MC Escher. this shape to create an effective visual art Observational notes of students during
piece. shape creation and tracing process.

To be able to describe how the tessellation • I can describe how my tessellation art • Summative:
artwork they make is similar to the tessellation piece is similar to the tessellation artwork Final art piece (student choice of
artwork by MC Escher. produced by MC Escher. translation or rotation tessellation) &
written artwork description (rubric).
To be able to describe tessellation and its use • I can describe what tessellation is.
of shape and pattern to create an effective art • I can describe the key features of
piece. tessellation artworks.
 Sequence of Experiences

Experiences Learning Experiences Main Resources Check for

1. Introducing Tessellation - Show Tessellation image on the board. PowerPoint with tessellation images Formative – provide verbal feedback Commented [LH1]: Providing visual to prompt student
- Question students - What do you notice about this? What do throughout process. discussion and interest

REMEMBER: you think? Black paper squares (5cm x 5cm) Commented [LH2]: Questioning to prompt students’
- Show other images – Direct discussion towards pattern through thinking
Point to point, only two sides Pencils
shape.
drawn on and cut because Scissors
glue on other sides. - Explicitly state this is tessellation and discuss artist MC Escher
– famous for tessellation drawings, inspired by Alhambra castle Glue stick
in Spain. Scrap paper Commented [LH3]: Giving information explicitly so that
- Explain to students that we are going to create our own we can move on to the making.
Good tracing paper
tessellations today.
- Have students seated at desks follow instructions – students
return to desks when given paper/materials and wait for
modelled instruction.
- Model to student with a square. Draw on square and cut out
drawings. Move directly to other side and glue down (glue on
paper – when glued, cut around the whole shape). Commented [LH4]: Modelling each step individually to
students to ensure they understand/can follow and
2. Continuing 1st - Recap previous art lesson: what type of artwork were we PowerPoint to re-cap complete the steps successfully.
tessellation (translation) making? Elicit ‘tessellation’ and re-discuss what it is – a shape
Display poster
is repeated to cover a space without any gaps or overlaps Commented [LH5]: Re-discussing what learnt to
- Elicit observed element of design (shape) and principle of encourage students to absorb this information.
design (pattern – discuss pattern).
- Explain will be tracing our created shapes onto paper (model).
When we have traced them all-over the paper, we will look at
what the shape could be i.e. a frog and draw on the shape to
create this (model). The drawings added must then be repeated
in each shape. Students then choose two colours to colour in
their work (model expected colouring).
- If students are unsure of what their shape could be, have them
discuss it with their peers to elicit ideas. Commented [LH6]: Students engaging in collaborative
learning processes to support their learning/success.
3. Rotating Tessellation - Show translation and rotation tessellation next to each other PP
and have students discuss difference. Commented [LH7]: Visual reference to provide inspiration
Scissors, paper for tracing, pencil for discussion and help consolidate understanding through
another understanding (visual, rather than just verbal).
 - Explain that last week we created a translation tessellation (a Instead of ‘paper’ use cardboard so
tessellation that moves from side to side or up and down). thicker and easier to trace (for square,
- This week we are going to try making a rotation tessellation (a ,5cm x 5cm)
tessellation that rotates). Instead of gluing and cutting out again,
- Distribute paper and have students take our pencil and scissors stick together with tape.
(ready)
- Model task 1 step at a time. Commented [LH8]: Modelling
- Draw from corner a to corner b.
- Draw from corner c to corner d.
- Cut out corner a to corner b.
- Cut out corner c to corner d.
- Rotate pieces.
- Stick down with tape.
- Trace on paper to demonstrate. Show where you would move
it.
- Distribute paper for students to trace tessellation onto &
complete tracing. When finished tracing, go over with felt-tip
pen.
- Students identify image in shape and draw this in each tracing.
4. Assessment - Explain options. Finish translation tessellation, or rotation Required materials as detailed in
Explanation tessellation and write about this. previous experiences.
- Show what finished will look like – cut out, stuck on black paper
for background, with an artwork description below.
- Discuss will be creating an artwork description in a future
lesson to show your understanding of tessellation. Commented [LH9]: Outlining direction for future learning
- Explain next steps for artwork – outlining, image within and so that students may begin thinking about it.
colouring. Explain looking for effort/pride in work, which means
colouring within the lines and well, tracing well etc.
- Set goal for end of lesson – finish (minimum, all traced, all
outlined and image within each) Commented [LH10]: Goal setting to motivate students.
- Students continue/finish chosen tessellation.
5. Artwork Descriptions - Explore similarities between own artworks and Eschers – PP – with artworks to observe Summative Assessment
(Writing lesson) students observe and point out.
Writing books
- Explain to students that artworks often have a description, so
we are going to create our own.
- Show students some artworks with descriptions and see what Commented [LH11]: Providing example to support
the descriptions say. students understanding of how to complete the task
themselves.
- Outline what their descriptions will need to include:
• A NAME FOR THE ARTWORK!
• Inspiration – who was our artwork inspired by? Give a bit of
information – tell me what you know)
• Technique used – description of tessellation – explain what
it is.
• Similarities – compare your artwork with Eschers and
describe the similarities.
• Final comment – thought about artwork i.e. something you
love about it, it turned out better than you thought Commented [LH12]: Providing students with a criteria to
- Leave parts on the board so students know what to write about. scaffold their writing and increase the likelihood of
- Students write descriptions. When finished and edited, type up producing an effective statement.
and print to attach to completed final tessellation.
Tessellation Poster

Visual reference for students in the classroom.

Displayed images to students without text first to discuss difference (leading to one
moved up, down and sideways, and the other rotated).