8-10 yrs old
Art and Design
Math & Economics
Students will understand patterns in history to identify information about how people lived, their beliefs, their surroundings and culture
December 6, 2017
Big Idea: We can understand culture and heritage of a place by studying its patterns and motifs.
The teacher will share photographs of patterns from across the world as a provocation to the unit. Students will work in groups to analyse the given pattern and make assumptions about what the pattern conveys. They do this by identifying contrast, repetition, variety and symmetry within patterns. The students will then research the appearance of such patterns in history to identify information about how people lived, their beliefs, their surroundings and culture. They will then research further about the pattern from a particular place/region and choose a pattern that best conveys the culture of that place. Next they’ll create a plan recreate the patterns using graph paper before creating a piece of the pattern in a Minecraft world along with an explanation.
• Find five different patterns in this painting and identity contrast, repetition, variety and symmetry within patterns
• What are the main elements in this picture (e.g. use of different lines, shapes, values, and colours to create interest?
• How will you conduct your research to find out information about how people lived, held certain beliefs, their surroundings and culture?
The mathematical processes of problem-solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating, as well as finding enjoyment in a task, are all inherent in this activity.
Share several patterns with the class. Split class into groups of 5, then into: a) Presenters b) Time Keepers c) Researchers d) Scribes e) Observers. Allocate one laptop per group.
Put images of patterns from around the world on each table. Activity 1 (Mixed Ability) Each group to write the countries in the centre of a large piece of paper.
Students to write headings ‘See’, ‘Think’ and ‘Wonder’ on corners of the paper.
Activity 2 From research, under the above headings, students to write what they saw, what they thought and what they wondered.
In their groups, the students devise a problem-solving model by:
• Understanding the problem.
• Making a plan.
• Carrying out the plan.
• Looking back at the solution and communicating their findings.
Drawing the details, referencing the picture, and also looking at researched photographs students will choose a pattern to work on for preliminary drawings
• Only outline your drawings — you will be able to colour them later in Minecraft World.
• Scale will be important in deciding the size and type of inventory that you’ll need to create the pattern.
Students decide in groups who will re-create the shapes and what size they will be. (Note: The precut white tissue paper becomes an indicator to help with deciding on a relative scale.)
• The role of the teacher during this phase is to continue to ask questions, provide numerous varied learning opportunities, support the learning needs and experiences of the students, and give descriptive feedback and create opportunities for reflection and revision. Once the students have created patterns, they can then begin creating patterns in Minecraft and describe the same using the writable boards or book and quill.
Knowledge and Understanding: How well did the student demonstrate an understanding of techniques from the past and present, and their social and/or community contexts? Did the student use his/her sketchbook/visual journal to create preliminary drawings using the photos of patterns as stimulus? To what degree does the student understand how to estimate, measure, and describe length, using non-standard units of the same size?
Thinking: How well did the student research to understand techniques from the past and present, and their social and/or community contexts? To what degree does the student apply the understating of how to estimate, measure, and describe length, using non-standard units of the same size?
Communication: Was the student able to communicate ideas in a logical well thought out manner in his/her work of art supported by text?
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