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\n\"Escher-Esque\n\n
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\nEscher-Esque Tessellations\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nMiddle and high schoolers participate in a seven-part lesson creating Escher-Esque tessellations. They demonstrate their knowledge of geometric transformations after viewing a PowerPoint presentation, conducting Internet research, and...\n
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\n\"The\n\n
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\nThe Wonderful World of Escher\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nBridging art and math can be as easy as making tessellations. The art, context, and life of M.C. Escher is explained to the class, as is the concept of tessellations. After a bit of art history, pupils get out the ruler, tape, and...\n
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\n\"The\n\n
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\nK12 Reader\n
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\nThe Art of M.C. Escher\n

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\n\nFor Students\n\n4th - 5th\n\nStandards\n
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\nShow your class one way in which art and math are related by teaching them about M.C. Escher. Class members read a brief passage and then respond to five related questions.\n
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\n\"Lumps,\n\n
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\nNational Gallery of Canada\n
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\nLumps, Bumps, Gritty, and Soft!\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nTexture can really add to a work of art. Explore texture through observation and practice. Learners view and discuss works of art by M.C. Escher. They then create their own texture samplers with six different materials.\n
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\n\"My\n\n
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\nNational Gallery of Canada\n
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\nMy Upside-Down World!\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nM.C. Escher is famous for creating optical illusions. Examine this effect in several of his works and discuss the techniques involved. Inspired by the discussion, learners create an imaginary 3-D world inside of a box using various...\n
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PPT
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\n\"Op\n\n
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\nOp Art Shapes\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nOp art is fun to look at, and it's fun to make. Kids learn about the origins of op art and the op art master, M.C. Escher. They view simple to complex examples of op art to see how it works and then create an optical piece of their own....\n
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\n\"Self-Portrait,\n\n
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\nSelf-Portrait, Mirrors and Metamorphosis!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUsing M.C. Escher's Hand with Reflecting Sphere as inspiration, learners create their own set of self-portraits using various reflective surfaces. The lesson begins with a discussion about portraiture and ends with a presentation of work...\n
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\n\"Tantalizing\n\n
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\nNational Gallery of Canada\n
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\nTantalizing Tessellations!\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nExamine repeating and intricate patterns with a study of M.C. Escher and a related art activity. Pupils view and discuss the artwork before creating their own tessellating patterns. Step-by-step instructions for creating a template are...\n
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\nIncredible Art\n
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\n1, 2, and 3-Point Perspective\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIntroduce drawing learners to perspective with a series of activity that detail how to draft images in one-, two-, and three-point perspective. Each exercise includes step-by-step, illustrated directions and examples.\n
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\n\"Enticing\n\n
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\nEnticing Tessellations\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents respond to visual effects used in M.C. Escher's artworks. They identify the difference between subject matter and background of visual art. They compare and contrast the basic shapes to create a tessellation with the more...\n
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\n\"Tantalizing\n\n
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\nCurated OER\n
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\nTantalizing Tessellations Lesson III: Creating a Slide Translation\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars explore tessellations and the artwork of M.C. Escher. They view and discuss a video about M.C. Escher, create a slide template out of cardboard, and create a poster with their tessellation pattern.\n
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\n\"Have\n\n
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\nHave a Ball!\n

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\n\nFor Teachers\n\nK - 12th\n
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\nM.C. Escher's \"Hand with Reflecting Globe\" and the work of Dick Termes, inspire this activity. Kids check out their reflection in a Christmas ornament or a bubble filter and recreate this distorted image on a vinyl ball.\n
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\n\"Geometric\n\n
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\nGeometric Transformations\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nLearners examine images and preimages of a mapping and identify isometry. They view images by M.C. Escher, observe teacher demonstrations, and create a translation image, a rotation image, and a dilation.\n
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\n\"Visual\n\n
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\nVisual Arts: Matisse and Escher\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders are introduced to the art of Henri Matisse and M.C. Escher. They create original works in the styles of Matisse and Escher and consider how their innovations have affected modern art.\n
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\n\"Mathematics\n\n
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\nMathematics and the Art of M.C. Escher\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars discover the connection between Escher's art and mathematics. They give various presentations based on their study.\n
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\n\"Miras,\n\n
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\nMiras, Mirrors, and Kaleidoscopes!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers use hands-on activities to explore transformations. They view a video segment that demonstrate how M. C. Escher employed geometry and transformations to create so many of his famous drawings.\n
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\n\"Transformations,\n\n
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\nTransformations, Tessellations, and Technology\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars complete a unit about transformations and tessellations. They explore various tessellation websites, determine which shapes tessellate, complete a log about which website activities they complete, and create a...\n
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\n\"Tessellations\n\n
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\nTessellations and T-Shirts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners combine the visual arts and technology with mathematics in the creation of these beautiful t-shirts. They view examples of the work of artist M.C. Escher.\n
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\n\"Mathematics\n\n
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\nMathematics in Art?\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders view prints of M.C. Escher's work. They look at examples of geometric figures and polygons and discuss places they have seen them. Students create their own tessellations. They write a report about the process they used in...\n
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\n\"Art\n\n
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\nArt Folder and Two Point Perspective\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine how to create a 3-D effect on a flat surface and draw in two-point perspective. They view and discuss elements of design, analyze artwork by M.C. Escher and Roy Lichtenstein, and design and create an art folder.\n
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\n\"Tessellations\n\n
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\nTessellations\n

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\n\nFor Students\n\n6th - 8th\n
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\nIn this tessellation instructional activity, students explore tessellations and create a pattern without overlaps or spaces. After creating the tessellation, they color the shapes. This one-page instructional activity contains dot...\n
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\n\"Intuitive\n\n
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\nIntuitive Approach to Limits\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents view examples of art work that illustrate limits in calculus. Students will lecture on limits and then complete practice drill. This lesson does not include a defined procedure or practice problems. All the art links work but...\n
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\n\"M.\n\n
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\nM. C. Escher - Design - Math Integration\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents create a tessellations using rotation and translation. They also create a tessellation using reflection.\n
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\n\"What\n\n
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\nWhat do two-dimensional tessellations look like? Where in art can they be found?\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents explore the world of art and culture, including the works of M.C. Escher. They identify and create original tessellations. Students use a wealth of interactive multimedia applications. They explore the artistic representations...\n
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