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TESSELLATIONS
Grade: High School ( 9-12)
Subject: Mathematics - Geometry
Curricular Goal: Explore tessellations
Introduction:
You work at Trendy Tessellation Art Gallery. The
art gallery is the exclusive depository for the works of M.C. Escher. The
gallery is hosting a workshop/seminar on the art and mathematics of tessellations.
Your supervisor has selected you to be the key note speaker for this world famous seminar.
Task:
Your group task is to prepare a presentation for your supervisor.
The three members of your group will be identified as a researcher, a historian, and a
field researcher. The reseacher is responsible for gathering information about
tessellations and their connection to mathematics. The historian will gather
pertinent information on M.C. Escher and his work with tessellations. The field
researcher will find real-life examples of tessellations.
Your individual task is to create a unique tessellation by hand or
computer generated.
Process:
Below are the job expectations for each group member:
Researcher
-What is a tessellation?
-What regular polygons tessellate?
Why?
-How do you create a tessellation?
Historian
-Who is M.C. Escher?
-Was Escher a mathematician or artist?
-What are some of the early historical examples
of tessellations?
Field Researcher
-What are some real life examples of
tessellations in architecture? (print examples)
-What are some real life examples of
tessellation in nature? (print examples)
For the group evaluation you can choose to write a summary of your presentation or make
3-5 minute video tape of your presentation.
Below is the job expectation for your individual contribution:
-You must create an 81/2 x 11 inch tessellation by hand or by computer. You must
include your template.for the tessellation. Your tessellation should be a
recognizeable figure. Include different colors and details.
Resources:
Evaluation:
Group presentation: 50 points
completeness
` clarity
presentation
Individual tessellation: 50 points
detail in tessellation
template
complexity of tessellation figure
visual effect
Conclusion:
Through this activity you have learned about the origins of tessellations. In
addition, you have explored the inter-relationship between mathematics and
art.
Authors: Jodi Anderson, Amy Ranieri, Alex Takcas, Bud Zasadil
Created: 10/8/99