The King of Tessellations, M. C. EscherMaurits Cornelis Escher (1898-1972) is a graphic artist known for his tessellations. His art is enjoyed by millions of people all over the world. He created visual riddles, playing with the pictorially logical and the visually impossible.
-He is most famous for his so-called "impossible structures", such as Ascending and Descending, Relativity, his Transformation Prints, such as Metamorphosis I, Metamorphosis II and Metamorphosis III, Sky & Water I or Reptiles. What made Escher's pictures so appealing was that he used tessellations to create optical illusions. He also gave them depth by adding shade. -M.C. Escher, during his lifetime, made 448 lithographs, woodcuts and wood engravings and over 2000 drawings and sketches [You can buy a book at the bottom of this page that includes them all]. Like some of his famous predecessors, - Michelangelo, Leonardo da Vinci, Dürer and Holbein-, M.C. Escher was left-handed. Colin Coots
Visiting artist Colin Coots worked with Kendall Elementary students in art classes through Monroe 2-Orleans BOCES Project ADEPT program, A Diversified Enrichment Program for the Talented. The “Drawing is all about Problem Solving” residency focuses on drawing and its relationship to creative problem solving. Coots uses his unique drawing style and engaging personality to help students strengthen their individual drawing skills and to connect the principals of successful drawing to success in other areas of life. The program will concluded with an art gallery featuring student works in the Elementary School auditorium.
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Fifth Grade Art StudentsCreating Tessellations
Integrating Math and Art Using Tessellations
Using Escher tessellations to help students learn the mathematics term, congruent. While examining Escher's picture, Tessellation 105, "When the students study a pegasus in its parent square, they discover how Escher modified the square to obtain his creature. Each "bump" on the upper/lower side is compensated for by a congruent "hole" on the lower/upper side. The same is true of the left/right sides. Corresponding modifications are related by translation. The area of the parent square is maintained." |
6th Grade Students
Having Fun with Animal Patterns
Discipline-Based Arts Education (DBAE)-
An approach developed by The Getty Center for Education in the Arts, is a framework that insures that all students receive a rigorous study of the arts. It also involves the integration of the arts into any curriculum.
DBAE presents a sound art curriculum including the following components:
Art History- The examination of the contribution artists and art have made to society and culture. Through the study of art history, we begin to understand the mind of great artists and how they responded to events and the culture of their time. We can see how artists were influenced by other art styles and social change. Through art history, we are able to peek into the photo album of time. Art history works hand-in-hand with social studies as it helps us examine historical events through the eyes of an artist. Art history begs the questions of why it was created. How was it used? What was its purpose?
Art Criticism- The responding to, interpretation, and critical judgment of specific works of art. The criticism of art can vary from individual to individual. One may love an abstract painting, while another may abhor it. Criticism simply talk about art. The viewer will try to "get inside the head" of the artist. They ask themselves, "What was the artist trying to say?" The audience also looks within themselves and asks why they like or dislike a piece of art. Art criticism involves higher levels of thinking and utilizes several areas of Bloom's Taxonomy. Art criticism can be verbal and written; persuasive writing and interpretation of meaning.
Aesthetics- All of us react emotionally to works of art. Art can upset us and make us feel good. Our values and idea of beauty influence what we think about art. When we put our feelings about art into words, it become art criticism. Aesthetics also helps students see what kind of art and design pleases most people. This is helpful to students when decorating their homes and even dress. Critical thinking skills are also used with aesthetics. Discussions such as "Explain why you feel that way," or "How did you come to that conclusion?" may arise. Aesthetics sometimes goes hand-in-hand with art criticsm.
Assessment- Assessment is also an important component to DBAE. The portfolio is a very effective way to assess the progress of a student through time. When creating a portfolio, a student and teacher should collaborate by setting objectives and criteria. The student and/or teacher selects student work over time and saves it for viewing in a portfolio. At a designated point, the student reflects on each phase of the collection and criticises their own art. The teacher considers the art and the reflections of the student when coming up with a grade. To make it fair, an art teacher should create rubrics prior to making a judgment. The student should be aware of these rubrics at the beginning of the project.
- Art Production
- Art History
- Art Criticism
- Aesthetics
Art History- The examination of the contribution artists and art have made to society and culture. Through the study of art history, we begin to understand the mind of great artists and how they responded to events and the culture of their time. We can see how artists were influenced by other art styles and social change. Through art history, we are able to peek into the photo album of time. Art history works hand-in-hand with social studies as it helps us examine historical events through the eyes of an artist. Art history begs the questions of why it was created. How was it used? What was its purpose?
Art Criticism- The responding to, interpretation, and critical judgment of specific works of art. The criticism of art can vary from individual to individual. One may love an abstract painting, while another may abhor it. Criticism simply talk about art. The viewer will try to "get inside the head" of the artist. They ask themselves, "What was the artist trying to say?" The audience also looks within themselves and asks why they like or dislike a piece of art. Art criticism involves higher levels of thinking and utilizes several areas of Bloom's Taxonomy. Art criticism can be verbal and written; persuasive writing and interpretation of meaning.
Aesthetics- All of us react emotionally to works of art. Art can upset us and make us feel good. Our values and idea of beauty influence what we think about art. When we put our feelings about art into words, it become art criticism. Aesthetics also helps students see what kind of art and design pleases most people. This is helpful to students when decorating their homes and even dress. Critical thinking skills are also used with aesthetics. Discussions such as "Explain why you feel that way," or "How did you come to that conclusion?" may arise. Aesthetics sometimes goes hand-in-hand with art criticsm.
Assessment- Assessment is also an important component to DBAE. The portfolio is a very effective way to assess the progress of a student through time. When creating a portfolio, a student and teacher should collaborate by setting objectives and criteria. The student and/or teacher selects student work over time and saves it for viewing in a portfolio. At a designated point, the student reflects on each phase of the collection and criticises their own art. The teacher considers the art and the reflections of the student when coming up with a grade. To make it fair, an art teacher should create rubrics prior to making a judgment. The student should be aware of these rubrics at the beginning of the project.