Introduce students to Maurits Cornelis Escher, also often known as M.C. Escher, a famous tessellation artist born in 1898 in Holland. His work in tessellations provides complicated designs that often appear to be optical illusions. Explain that a tessellation pattern covers a flat surface with no gaps and no overlaps, as a jigsaw puzzle. Assign an art and writing component to the project and have them create a brief biographical paragraph about him. Instruct students to study his designs carefully, re-create one of them, and create an original design that mimics his style.
Direct student to create a tessellation sampler as part of the project after they are introduced to Escher and his designs. In a sketch book or on art paper, have students gather tessellation design samples from elements of daily life. Advise students to look for designs in rugs, tiled walls, tiled floors, wrapping paper, scrapbook paper, fabric and dishes. Explain they can either draw the designs they find, take photos of them, or provide real sample scraps in the case of fabric and paper.
Geometric shapes provide one way to create an easy tessellation design. Elementary school supplies, such as pattern blocks and pentominoes, can assist students in planning and tracing a tessellation pattern. Provide students with geometric shape manipulatives or patterns to trace. Direct them to plan, trace, then color the design in white drawing paper. Remind students that the design must cover the entire paper, contain no overlapping parts and have no gaps.
Students next create a more complicated design by first creating a pattern to trace on 3-inch card stock squares. Instruct students to draw a curvy or zigzag line from one side of the square to the opposite side. They then draw another similar line that crosses from one side to the other using the remaining two sides of the square. The two lines cross near the center. Students label the quadrants A,B,C and D, beginning in the top-left and moving clockwise. Instruct students to cut on the lines, dividing the square into four pieces. Direct students to turn the four pieces so the cut edges face out and the straight, uncut edges meet to form perpendicular lines in the center. Have students place the pieces so quadrant A and B are now on the bottom and C and D are on the top. Students put the four pieces back together with tape on the uncut edges. Give students white drawing paper and instruct them to trace the shape repeatedly, filling up the entire paper. Each time students trace it, the new trace should line up exactly with the edges of the first. Students then color the design.