Lesson Overview:
Patterns exists both in the natural and manmade world. It is an element in art, as well as math.
Knowledge of patterns allows the learner to systematize and predict outcomes. In this lesson,
students will have the opportunity to construct this concept using visual arts designs and math
manipulatives.
Length of Lesson:
Three 45-minute class periods
Notes:
This lesson is particularly suitable for grades K-2.
Instructional Objectives:
Students will:
- understand the meaning of the words pattern and repetition.
- recognize AB patterns in nature and man made objects or material.
- construct an AB pattern using small manipulatives.
- practice an AB pattern using simple items found in the classroom.
- create an artwork that displays AB pattern.
Supplies:
- Small math manipulatives such as Unifix cubes
- Several large cardboard signs labeled "A" and "B"
- Textile samples showing pattern
- Construction paper
- Images of pattern in art and architecture
- Gadgets to print with or stamps
- Tempera paint
Instructional Plan:
Gather the students around you in the front of the class. Have them take a seat on the floor. Ask two students (one boy and one girl) to come to the front and have the girl hold a large sheet of paper with the letter "A", and the boy as "B" and arrange them in an AB pattern. Explain that it is called AB pattern because the letters A and B represent when the first pattern changes to a second new pattern. (A is one thing, B is something else.) Bring up several more students (even number of boys as girls) and instruct the students to arrange themselves in AB patterns. Write the pattern that is created on the board and instruct that pattern is something that repeats. You will label this as AB pattern.
Explain to the students that you can clap to the pattern. One clap for "A" and two claps for "B". Ask the students to say "A", "B" aloud and in time with the claps, as you point to the students that are arranged up in front of the room. You can try more complicated patterns if you think that they understand the concept. Older students should easily be able to try ABA and ABBA, etc.
Have everyone go back to their seat. Explain and show them that patterns can happen in all different areas of life wherever we are, inside or outside; at home or in school, playing in the pool or at a playground. Ask them to think about where they have seen patterns and write them on the board. Keep it positive and give them an explanation of why it is or is not a pattern and what they could do to make it a pattern or find another type of pattern in the category they are talking about.
Once again reinforce the "AB" pattern by showing them examples of AB patterns in textile samples before beginning to work on math manipulatives and arranging them in "AB" patterns.
Independent Practice- Students are given a set of manipulatives, such as Unifix cubes, in two
different colors. Students practice arranging them
in AB pattern. If time allows, they may try other patterns as teacher instructs. For students who
finish early, they may go around the room and search for pattern in anything the see. (You may
have previously set some of the patterns.)
Students volunteer to make patterns with their manipulatives as teacher calls them out. Students
also share what they found in the room regarding pattern.
Gather the students together and ask them to guess the pattern as you hold up some wallpaper
samples that exhibit clear repeated "AB" patterns. Check for understanding by questioning or
having them write the pattern down on large newsprint paper. You can also reinforce the concept
by asking for student volunteers to clap out the pattern with their hands. Further check for
understanding from the previous day by asking students to volunteer to arrange paper squares on
the board in patterns the teacher calls out. Have just two different types of paper shapes or paper
colors. (Older students can arrange them in more complicated patterns.) You could also have a
display of images of pattern in art and architecture and discuss them. Tell students if they would
like extra credit they can look for patterns in architecture and nature on the way home and write a
paragraph on each pattern they find, explaining what they found, where they found it, and what
pattern it creates.
In order to reinforce the concept of pattern you will give students 3X3 squares of construction
paper in two different colors. Give two different gadgets to print with to each student. Students will
stamp on the squares of paper. Have one gadget for one color, one gadget for the other color. You
should walk around the room and check for understanding. You should also have several examples of the project that you created or examples from other students posted around the room. Students will arrange their squares on a larger pre cut square paper. Model this for the students. They will go 4 across, 4 down, in a checkerboard pattern. Continue walking the room to check for understanding. This is very important! You can also reinforce their work as you walk
around.
Have the students glue the squares on the paper to make the patterns. Older students can make a
more complicated pattern, and independently problem—solve on how to arrange it.
Closure
Students will compare/contrast their work to other patterns in the room, and to textile samples. Students will be asked to recall other things they have seen or heard which contain pattern in an AB design. They should all have posted their AB designs on the board for all to see.
Assessment:
Students will be assessed on demonstration of knowledge of pattern by their displayed final art
project.
Use the Assessment Rubric to assess your students' work.
Extensions:
Students can compose their own musical piece in pattern using instruments.
Students can go outside and observe and sketch the patterns in nature.
Sources:
Web:
- Arcytech
http://www.arcytech.org/java/patterns/
Authors:
-
Barbara Gardner, Graduate Student
University of Houston
Houston, TX
