Making patterns (year 3) Why embed aspects of shape and symmetry in art and design? Shape and space units from the national numeracy strategy and QCA/DfES schemes of work art and design unit 3b ‘Investigating pattern’ The teacher thought that an understanding of shape and symmetry would be a useful starting point for investigating pattern in art and design. She felt that linking art and mathematics would allow the children to: • view mathematics in a creative context • extend their mathematical skills • look at and analyse pattern in a number of different ways. This could have a strong impact on developing their own designs. The following teaching sequences show how the teacher embedded relevant objectives from mathematics in art and design. The numbers in square brackets after the schemes of work objectives are national curriculum key stage 2 programme of study references. Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA Telephone 020 7509 5555 Email [email protected] Minicom 020 7509 6546 www.qca.org.uk 1 Activity objectives Art and design unit 3b 'Investigating pattern' Children should learn: • to compare ideas, methods and approaches in others' work [AD 3a] • to combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work [AD 4a]. Mathematics Shape and space Y3 Children should learn: • to classify and describe 2-D shapes referring to properties such as reflective symmetry • to make and describe shapes and patterns • to identify and sketch lines of symmetry in simple shapes with no lines of symmetry. Teaching sequence • The teacher began by showing the children examples of repeating patterns on wrapping paper and fabric. They looked for different 2-D shapes and symmetrical patterns and discussed how the designers created the overall effects by rotating, reflecting and translating shapes. They also talked about the techniques and colours used to create these designs and made drawings of particular motifs in their sketchbooks. They were asked to collect other examples of repeating patterns to bring into school. • In mathematics, they worked on aspects of shape and space, using mirrors to find and sketch one and two lines of symmetry and drawing the reflection of simple 2-D shapes. They experimented drawing round 2-D shapes and then reflecting the drawings through one line and then through another to make symmetrical patterns. The teacher also drew some patterns on the board and demonstrated rotation through 90 and 180 degrees. 2 © QCA 2004 Making patterns (year 3) Activity objectives Art and design unit 3b 'Investigating pattern' Children should learn: • to apply their experience of materials and processes, developing their control of tools and techniques [AD 2b] • to adapt their work according to their views and describe how they might develop it further [AD 3b] • to compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them [AD 3a]. Mathematics Shape and space Y3 Children should learn: • to make and describe shapes and patterns. Teaching sequence • The children took their pattern making a stage further during art and design lessons. The teacher showed them some examples of printing blocks made by drawing a design onto a piece of thick card and glueing string onto the design. She demonstrated how to apply paint and print a pattern and explained that they were going to design and print their own patterns with at least two lines of symmetry. The children designed and made their own printing blocks based on their earlier sketches of motifs. • They then experimented to see which colours and shapes worked well together to create an exciting symmetrical pattern. They planned their patterns on a sheet of A3 paper folded into eight sections. • As they experimented the children commented on each other's results and were encouraged to use mathematical vocabulary to describe their patterns. The most able children discussed how their shapes could be rotated and translated, while maintaining symmetry. • They then printed their final colourful symmetrical patterns onto black sugar paper using fluorescent and metallic paints. Once the prints were dry, the children again discussed their results. They commented on the effective use of shapes and symmetry and on which colours were the most effective. They also discussed what their designs might be used for. Designers of duvet covers and wrapping paper have some formidable competition in the future! © QCA 2004 3 Making patterns (year 3) 4 © QCA 2004 Making patterns (year 3) How did this work enhance progress in mathematics and art and design? The teacher felt that, by bringing these units of work together, learning was enhanced in both subjects. The mathematical work sharpened the children's observations and extended their vocabulary when they were discussing and designing patterns. The exercise also gave their mathematical work a relevant and motivating context. The teacher felt that in the future she would extend the work by visiting a museum to study examples of how pattern has been used in decorative arts and by using a computer graphics package to create patterns by rotating, reflecting and translating different shapes. Resources used by the teacher in this example • wrapping paper and textiles showing repeating patterns • 2-D shapes • mirrors • black sugar paper • fluorescent and metallic paint • card • glue • string © QCA 2004 5 Making patterns (year 3)