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Assessment Activity:
Students can extend these discussions, and demonstrate comprehension
of lesson objectives, by choosing an area of interest to create
a class presentation:
Compare and Contrast:
· Show examples of M.C. Escher’s symmetrical
work.
· Show examples of Islamic tile work.
· How are these two art forms similar? How are they
different?
Connections between tile work at Alhambra and M.C. Escher’s
graphic designs:
· Show one example of M.C. Escher’s symmetrical
designs.
· Show one example of Islamic tile work from the Alhambra.
· Based on these designs, describe why M.C. Escher
was fascinated by the tile work he saw at the Alhambra Palace.
Connections between artwork of Islamic craftsmen and their
culture:
· Why did Islamic artists avoid using representational
figures in the decoration of religious spaces?
· Describe M.C. Escher’s viewpoint on this limitation
and the use of representational figures in his work.
· Show examples of Islamic tile work and symmetrical
drawings by M.C. Escher to illustrate the
presentation.
Mathematical principles applied to each type of design:
· Show examples of both M.C. Escher’s symmetry
works and Islamic tile design.
· Show the class how geometric shapes, triangles, squares,
and hexagons, are applied to each design.
· Describe the principles of tessellation. Demonstrate
how they are applied to each work of art.
Summary
Use points from each student presentation to review the geometric,
artistic, and metaphysical connections between the symmetrical
works of M.C. Escher and the Islamic tile designs found in
the Alhambra Palace.
Extensions
Use the Internet to find examples of tessellations used in
other cultures:
Tilings from Historical Sources
http://www2.spsu.edu/math/tile/grammar/index.htm
Math Forum: Geographical and Historical Connections for Tessellations
and Tilings
http://mathforum.org/sum95/suzanne/historytess.html
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THE FUTURE OF THE NORTH TEXAS INSTITUTE FOR
EDUCATORS ON THE VISUAL ARTS
Since 1990, The North Texas Institute for Educators
on the Visual Arts (NTIEVA), has addressed issues
related to staff development and implementation of
comprehensive art education. For the past five years,
the focus has been on the relationship between comprehensive
art education and whole school reform through the
Transforming Education Through the Arts Challenge
(TETAC). In addition, the Institute has engaged in
a number of related activities, including the preparation
of special curriculum materials, statewide advocacy
efforts, and leadership training efforts. With the
completion of the TETAC project in the summer of 2001,
new opportunities exist. Committed to continuing its
involvement in research and development efforts related
to cutting edge issues in art education, the Institute
will build upon its past activities as it continues
to work in the areas of: (1) advocacy and leadership
in art education, (2) art museum/school collaborations,
(3) pre-service preparation of teachers, art specialist
and classroom teachers, (4) professional development
opportunities for in-service teachers (art specialists
and classroom teachers), school administrators, and
museum educators; (5) identification and development
of instructional and support materials, especially
electronically-based materials, that support all of
these efforts; and (6) research on issues related
to comprehensive arts education.
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Worksheets and Reproducibles
Associated with this Lesson
(each page will open in a new window)
Islamic Tile Designs
Circle Template
Shapes within
a Circle
Online Activities Associated with this Lesson
(each activity will open in a new window)
Star Patterns
Islamic Star Design:
Macromedia Flash,
HTML
(Netscape users: Netscape 6 does not
support Macromedia Flash. You may use Netscape 7 or 4.5, Internet
Explorer recommended.)
(continued on page 7)
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