|
|
|
|
|
|
 |
 |
 |
|
 |
 |
 |
 |
|
Directions: Combining the visual arts and technology with mathematics led to the creation of these beautiful t-shirts. As the shirts were displayed in the hallways, visitors commented on how unique they were as well as the thoughts that the shirts should be produced to sell. The tessellation T-shirts were a great project. We began the unit in the Art Room. Samples of the work of artist M.C. Escher were displayed around the room. We discussed the repetition of the shapes found in many of the Escher prints. The conversation and comments led to the math connection and the introduction of tessellating designs. The students were introduced to a brief history of the the art of tessellations. Examples of Moorish tiles were shown to the students. The word motif was introduced. During the next period, the students went to the computer lab and researched the art of M. C .Escher, Jim McNeill and the mathematic principle of tessellating shapes. We found some very useful sites that the students could go through at their own pace to learn about the mathematics of tessellating designs. We reviewed which geometric shapes actually tessellated. It was pointed out that there could be no negative space left in the finished designs. In the past, creating great tessellation designs was a very challenging task for our students. Many students were not successful, or were disappointed in their final designs. This year, we showed them a video created by local New Jersey artist Jim Mcneill. The tape is produced by Crystal Videos and is one that is highly recommended. The end results were well worth the nominal investment. The tape breaks down the mystery of creating tessellations into simple steps. Everything is visually shown, step by step. The students responded very well to the instructions. The tape described three different types of tessellations: translational, reflection and rotational. Each student was responsible for creating two different types of tessellations from cut paper. The students were given 3 x 5" lined index cards and were instructed to cut them EXACTLY to 3 x 3". The students drew designs on two of the sides, cut the cards apart and taped the pieces as instructed for the particular type of tessellation. Once the design was taped, the students traced the new shape onto a piece of paper three times. Each traced shape was turned a different way. Now for the hardest part. The students had to "find" some type of unique and quasi-realistic image in their shapes. This was difficult at first because the "I don't see anything!" laments sprang forth from some of the students. Sometimes other students helped and sometimes I intervened. However all final projects had to be the students' ideas. When
something was decided upon, the students traced it onto two contrasting
colors of construction paper. Nine of these were cut from one color
and glued carefully onto the marked areas of the contrasting paper.
Thin black markers were used to outline the shapes and add the inside
details. The final tessellations were 9 x 9", a comfortable size
for scanning. As
students completed their required tessellations, they were sent to
the computer lab to create a third tessellation generated through
a program called Tessellmania. The program offered a step by
step tutorial and visual animated examples. Students were allowed
at least three periods to create a satisfactory computer generated
tessellation. Once all three designs were completed, the students had to select which one they wanted to put on their t-shirt. In many cases, this was a hard decision. Back
in the Art Room the students were introduced to the basics of Adobe
Photoshop. The lesson focused mainly on adjustments and filters.
The students were shown how to manipulate their original designs using
the cool filters of this program. We practiced with some of the students
actual projects. Eagerly,
the students returned to the Computer Lab and imported their image
either from the scanner file or directly from Tessellmania,
and began the altering process. Students were reminded NOT to alter
the original file. This was to insure that they had the flexibility
to change their minds and try different ideas. When the final modified image was selected, the designs were printed onto special iron-on transfer sheets, available at any computer/office supply stores. The
image was printed and brought into the Art Room where it was ironed
onto a white t-shirt. The finished shirts were placed on hangers and
displayed throughout the hallways. At
the end of this project, students had created two cut paper tessellations,
one computer generated tessellation, one modified tessellation, and
a one-of-a-kind t-shirt. |
Paul
B.
Susan
S. 
Paul
B. 