maths through pattern - turner contemporary · maths through pattern maths through pattern...

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Maths through Pattern

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Maths through PatternIntroductionCulture enriches lives. Participation in cultural activities can have a significant impact on young people’s development. This been shown repeatedly in International studies, and has also been backed up by recent evaluations of major programmes such as Creative Partnerships and Museums’ Strategic Commissioning. What these evaluations have shown is that culture can help young people achieve all of the Every Child Matters outcomes. (Find Your Talent http://www.findyourtalent.org/)

Turner Contemporary, Stour Valley Arts and Canterbury City Council Museums and Galleries Service are delighted to launch Maths Through Pattern, a resource that explores how to use pattern in contemporary and historical art, museum specimens and the natural environment to teach maths.

We believe that teachers and other educationalists should feel confident about making use of our collections, exhibitions and environments and that the ideas included in this resource can help to ignite children’s enthusiasm for learning, using their local area.

Whilst Superabundant: A Celebration of Pattern at Turner Contemporary was a temporary exhibition running from 24 January to 22 March 2009) we hope we have made a resource with a long life span. We have included a broad range of artists’ work, including commissions by Stour Valley Arts, resources found in museums and the natural and built environment in addition to extensive weblinks, in the hope of encouraging a creative way of looking and thinking which can be used beyond the constraints of a specific project. Should you wish, however, to visit and see something specific mentioned in this resource, please phone the venue beforehand to make arrangements.

Turner Contemporary, Stour Valley Arts and Canterbury City Council Museums and Galleries Service all believe in placing artists at the heart of what we do, and are continuously surprised and delighted by the way artists see the world. We are grateful to artist Katy Beinart for the creation of this inspiring and imaginative resource.

We are also grateful to enquire for providing the funding that has enabled us to develop both this resource and our collaboration. The enquire programme is funded by the Department for Culture, Media and Sport and the Department for Children, Schools and Families as part of the Strategic Commissioning Programme for Museum and Gallery Education, and by the Foyle Foundation. The enquire programme is managed by engage and has been developed in association with Arts Council England.

Images of objects in Canterbury Museums Service collections all copyright reserved 2009 ©

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General information

Visiting Information

Turner ContemporaryOpening Hours:visit www.turnercontemporary.org

Booking your visit is essentialPlease contact Turner Contemporary on:T: 01843 280261E: [email protected]

Turner Contemporary’s new building will open in 2011. Schools can currently visit our visitor centre, Droit House, or offsite projects. Our Project Space is now closed

Gallery chargesAdmission to all Turner Contemporary exhibitions is free

Stour Valley ArtsOpening hours: Stour Valley Arts is based at King’s Wood, Challock, near Ashford and is an open access site.

PLEASE NOTE ALL GROUPS VISITING THE FOREST NEED TO OBTAIN PERMISSIONS

Book an Education Workshop Stour Valley Arts offer education workshops to schools, youth or community groups, and further education colleges.

We can tailor your visit to suit you and to support class based activities, projects and the curriculum. We have a range of artists, photographers, poets, ecologists and environmentalists trained to work in the forest to choose from.

Half-day visits can also be arranged to view the sculptures.

Please ring Lucy Medhurst on 01233 740040 or email [email protected] to discuss your needs or book a visit. In order to ensure safe planning and coordination of visits and to conform to forestry requirements all groups planning a visit to King’s Wood should contact the SVA office well in advance. We will provide you with a forestry approved risk assessment.

All SVA staff and artists are trained, CRB checked and have specialist knowledge of the site and works of art

Workshop Charges 2009/10

Walks and guided tours £100 Artist led workshops £200

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Canterbury City Council Museums and Galleries Serviceoperates six museums across the district: Canterbury Royal Museum and Art Gallery (Beaney), Museum of Canterbury, Roman Museum and West Gate Towers in Canterbury; Herne Bay Museum; and Whitstable Museum.

Canterbury Royal Museum and Art Gallery (Beaney)Closed for extension and improvement works, reopening in 2011. Some of the collections have been moved and displayed at the Museum of Canterbury, the remainder are in store.

Museum of CanterburyHoused in one of the country’s finest medieval buildings, in Stour Street. Explores the story of the city from prehistoric times to the present. Admission charge.

Roman MuseumBuilt around the remains of a Roman town house with mosaic floors. Admission charge.

West Gate TowersMedieval fortified gatehouse used later as a prison. Admission charge.

Herne Bay Museum and Whitstable MuseumTell the stories of these seaside towns; admission is free to both.

There is an extensive programme of events and activities across the museums and an outreach programme of work with schools and community groups.

Group visits to the museums are welcome but must be booked in advance. Handling sessions (teacher-led or led by museum staff) can be arranged at a small extra charge. This can include viewing of items in the Museum Collections included in this resource (many of which will be on display in the new Beaney from 2011).

FOR FURTHER DETAILS, OPENING TIMES AND ADMISSION CHARGES visit the museums website www.canterbury-museums.co.uk or contact the museums office:T: 01227 452 747E: [email protected]

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Topic/maths subjects

Locations

Artists

Objects in the collections

Objects in everyday life

Curriculum Links

Solar patterns, Measures, Time

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Emily RichardsonSusan DergesLukasz SkapskiChris Drury

Sundials

WatchesClocksSundialsPhotographs

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy

Use everyday words to describe position. lKnowledge and Understanding of the World

Find out about, and identify, some features of living things, objects and events they observe.

lStour Valley ArtslExhibited in ‘Superabundant’, Turner Contemporary, Spring ‘09Canterbury MuseumslRoman MuseumlBeaneylMuseum of Canterbury lMuseum Collections

Emily Robertson Aspect 2004

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KS1: Ma3 Shape, Space and Measures2a: Describe properties of shapes that they can see or visualise using the related vocabulary 3a: Observe, visualise and describe positions, directions and movements using common words 4a: Estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, ‘longer or shorter than a metre rule’, ‘three-and-a-bit litre jugs’]; compare the durations of events using a standard unit of time

KS2: Ma3 Shape, Space and Measures2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical 3a: Visualise and describe movements using appropriate language 4d: Read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours, days, weeks - and know the relationship between them

lTo understand the use of solar patterns to tell the time lTo explore how light can create shapes and shadows lTo visualise and describe movements

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MAKE A SUNDIAL (OUTDOOR ACTIVITY)

lFind a place in your school grounds where you can install a post. Draw a line on the ground where the shadow of the post falls at each hour of the day.

lYou can use the sundial to tell time. l*How does the length of the shadow differ at different times of year?

Explore solar patterns and the way the sun changes in its position through the year.

l*Have a go at making a mini sundial: look at the resources section for ideas. Equipment: Post/stick

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Łukasz Sk?pskiVia Lucem Continens A.D. MM (Time Walk)Stour Valley Art ProjectCurator: Sandra Drew

Visibility of the Sun in the avenue from the observation point X

Proportions of the drawing approximate

20.41ʼ 00”20.42ʼ 50”20.44ʼ 15”

20.57ʼ 50”20.59ʼ 09”21.00ʼ 33”

21.15ʼ 42”summer time y.2000

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Learning Objectives

Activities

Lukasz Skapski: Via Lucem Continens, 2000

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SUN PRINTS lLook at Susan Derges’s photographs from King’s Wood. What shapes can

you see? lUse light-sensitive paper to make exposures of natural objects like leaves or

seeds. Leave the paper out in the sun for different lengths of time and see what the effect is.

lWhat kind of shapes can you see in your images? Equipment: Light sensitive paper (for sources see resource section)

KS1 / KS2Pinhole Cameras lUse a cardboard tube (e.g. empty Pringles canister) and cut off a piece about

5 cm long. Make a small hole in the solid end with a pin. Then put the lid back on the other end, first covering it with some white tissue. Then tape the piece you cut off on top of the lid and cover the whole tube with black paper or tin foil.

lGo outside and look into the tube - you should see upside down pictures on the screen. Equipment: Cardboard tube, scissors, knife (for teacher use) pin, tape, white tissue, black paper, tin foil

KS2Pinhole Cameras l*You could also try making a pinhole camera that uses photographic paper.

You will need access to a darkroom. For instructions, see the resources section. Equipment: Cardboard tube, scissors, knife (for teacher use) pin, tape, white tissue, black paper, tin foil

Susan Derges Oak No 1 Susan Derges Kingswood No 7

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Nancy Holt, Sun Tunnelshttp://www.earthworks.org/tunnels.html

Francis Alÿs Zocalo May 20 1999 http://www.tate.org.uk/modern/exhibitions/timezones/artists.shtm

Man Ray- Rayographshttp://www.geh.org/amico2000/htmlsrc/index.htmlhttp://www.manraytrust.com/

Cyanotype Photogrpahy and Anna Atkinshttp://www.vam.ac.uk/vastatic/microsites/photography/processframe.php?processid=pr012

Light Sensitive paper/sun print paper is available from:http://www.rapidonline.comhttp://www.hawkin.com

Making sundialshttp://www.sundials.co.uk/http://www.bbc.co.uk/norfolk/kids/summer_activities/make_sundial.shtml

Make a Pinhole Camerahttp://www.kodak.com/global/en/consumer/education/lessonPlans/pinholeCamera/pinholeCanBox.shtml

Emily Richardsonhttp://www.emilyrichardson.org.uk/

Lukasz Skapskihttp://www.stourvalleyarts.org.uk/commissions/vialucem/

Anglo-Saxon sundialPocket sundial dating from 950AD, found in Canterbury Cathedral (electrotype copy in museum collection). Indicated times of Cathedral services and believed to have belonged to a monk. To use it you would face the sun and the gnomen (sundial upright) would cast a shadow down the front of the dial.

Eighteenth century sundialWooden pillar sundial with initial letter of months around the base; the attached metal gnomen can be rotated to point to each month; interval lines marking each hour curve around the pillar. Probably a shepherd’s sundial for use when far from a church clock.

Notes on images of objects in the collections

Other artists and resources

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Number Values, 2-D and 3-D Shapes

Daniel SturgisJim DrainRichard WoodsHenna NadeemLesley HalliwellWim DelvoyeJacob Dahlgren - stripey tops and Life is Art is Life

Ceramics at BeaneyMass produced objects (1950s and 60s)Medieval Seal and MouldPilgrim BadgesGames countersGames counters

Mass produced objectsFood packagingHand-made objects e.g. craftsGamesPhotographs


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Mass-produced 1950s and 1960s objects

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Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lTalk about, recognise and recreate simple patterns. lKnowledge and Understanding of the World lLook closely at similarities, differences, patterns and change. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

KS1Ma2 Number1e: Use the correct language, symbols and vocabulary associated with number and data1f: Communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbolsMa3 Shape, space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them2c: Create 2-D shapes and 3-D shapes

KS2Ma2 Number and Algebra1a: Make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum 1f: Organise work and refine ways of recording

Ma3 Shape, Space and Measures2d: Visualise 3-D shapes from 2-D drawings. 3c: Identify and draw 2-D shapes in different orientations on grids

lUse ICT to understand number values and patterns lCommunicate using numbers and number values lExplore shape through hand-made and ICT-based processes

FPatchwork quilt lCollect labels from food packaging, sweet wrappers etc. lEach child has a square of paper on which they can create a design by hand. lMake a patchwork, alternating the mass-produced packaging with the hand-

made designs.Equipment: Paper, pens or paint, food packaging/labels.

KS1 / KS2Hand-made

Curriculum Links

Learning Objectives

Activities

lLook at work by the artists Daniel Sturgis, Jim Drain, Richard Woods, Henna Nadeem, Wim Delvoye and Lesley Halliwell. Their work is all hand made and takes many hours to produce.

Jim Drain,Hex2008

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lCreate a games board by hand. Make a board from squares and create circular counters, each one should be hand made and different. You could use, paint, collage, crayons or pens.

Equipment: Card, scissors, paint, magazines, glue, pens, crayons.

Mass-Produced lLook at the work of Jacob Dahlgren. He uses a computer to design his

installations, uses mass produced objects to make his sculptures (food cans, weighing scales) and observes repetition of mass-produced objects in everyday life (stripy jumpers).

lLook at the seal and mould. Seals were mass-produced by pressing wax into moulds. The Medieval lead Pilgrim badges were made the same way, hammering soft lead into moulds.

lCreate your own sculpture using mass produced objects. lCreate a games board on the computer. Create counters on the computer.

Print and cut them out.Equipment: Paper, scissors.

Game, set and match! lMix up the two games, so you pitch the mass produced counters against the

hand-made. Who wins?

Lesley Halliwell

Jacob Dahlgren, Signes d’Abstraction Art to Life to Art, 2009

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KS2Product Design lMake a drawing of one of the artists’ work. Now give each colour a number

and label all the sections of the drawing. Now change the colour value of each number, and colour in the drawing to create a new drawing.

lDo the same activity on the computer. How different do the end results look? lGive each number a height value, and create a 3-D model using the drawing

as a base. Try creating the model on the computer. Does your hand-made model look like your computer model?

Equipment: Paper, pens, paint, card, scissors, glue.

Andy Warhol: Campbells Soup series210 Coca Cola Bottles, 1962 http://www.tate.org.uk/modern/exhibitions/warhol/

Pop Arthttp://en.wikipedia.org/wiki/Pop_art

Sonia Delaunay -Atelier Simultanehttp://www.exporevue.com/magazine/fr/s_delaunay.html


Jacob Dahlgren Heaven is a Place on Earth 2006–9

Jacob Dahlgren, Sketch for installation at Turner Contemporary

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Eduardo Paolozzi, A formula that can shatter into a million glass bullets (Universal Electronic Vacuum), 1967 http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999973&workid=11076&searchid=9283&tabview=subject

Omega Workshopshttp://www.tate.org.uk/archivejourneys/bloomsburyhtml/art_omega.htm

Daniel Sturgishttp://www.danielsturgis.co.uk/

Jim Drainhttp://www.greenenaftaligallery.com/artist/Jim-Drain

Richard Woodshttp://www.richardwoodsstudio.com/

Henna Nadeemhttp://www.axisweb.org/seCVPG.aspx?ARTISTID=10089

Lesley Halliwellhttp://www.lesleyhalliwell.co.uk/

Wim Delvoyehttp://www.wimdelvoye.be/

Jacob Dahlgrenhttp://www.jacobdahlgren.com/

Medieval seal and two-part mouldDouble-sided seals were made by pouring wax into a two-part mould or ‘matrix’. This Medieval matrix has a general view of Canterbury on one side and originally had a scene of Thomas Becket’s murder on the other. But during the Reformation Thomas Cromwell, Henry VIII’s chief minister, ordered images of Becket to be destroyed and the local bell-founder was paid by the city of Canterbury to make a replacement matrix bearing the city’s coat of arms.

Norman bone gaming countersNorman (12th century) bone gaming counters from Canterbury, incised with repeating circular patterns. The counters, made from a cow’s jaw bone, were used for a game called tabula, which is similar to modern backgammon.

Medieval Pilgrim badgesPilgrims to holy shrines like Canterbury collected badges to show they had been on pilgrimage to those shrines. Canterbury Pilgrim badge images included heads and hands of Thomas Becket. Badges for Compostella in Spain were usually cockle shells, the symbol of St James of Compostella (‘coquilles St Jacques’).


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Locations

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Curriculum Links

Fractals, Chaos theory, Fibonacci series, Euclidean/Non-Euclidean Geometries, Scale


Jim Drain

Carboniferous ferns and plantsDendritic Flint

CloudsRiversPlants

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lTalk about, recognise and recreate simple patterns. lKnowledge and Understanding of the World lObserve, find out about and identify features in the place they live and the

natural world.

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Fern fossil, Carboniferous era

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KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them.2a: Describe properties of shapes that they can see or visualise using the related vocabulary. 2b: Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres. 2c: Create 2-D shapes and 3-D shapes.3a: Observe, visualise and describe positions, directions and movements using common words.

KS2: Ma3 Shape, Space and Measures1h: Use mathematical reasoning to explain features of shape and space. 2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical.2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems.3a: Visualise and describe movements using appropriate language.

lUnderstand what a fractal pattern is lExplore ideas of different kinds of shapes and patterns (different geometries)

F / KS1 / KS2Flat fractals

Learning Objectives

Activities

lUse two pieces of stiff card, glass or plastic. Put a blob of paint on one piece and press the other one on top of it. Pull off the top piece quickly, and you should get a pattern which looks a bit like a river delta (see illustration). You can try making a print from this by placing a piece of paper gently on top and pulling it off slowly.

Equipment: Card, glass or plastic sheets, paint, paper

KS1 / KS2Natural fractals

lDraw a fern leaf using a magnifying glass to zoom in. What do you notice about the pattern repeat?

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Dendritic flint

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lDiscuss how fractal geometry makes this pattern by repeating the same shape joined onto the previous one, but at a different scale. Notice how the pattern unit does not lose its detail at a smaller scale.

lLook at other examples in nature: e.g. clouds, rivers, edges of land, the river-like pattern that manganese has made in the flint sample. How are they different from the regular solids that we draw in our maths classes?

lExplore making a Sierpinski triangle. Draw a large equilateral triangle. Measure the mid-point of each line and use these points to construct another triangle upside down inside it. Continue this process until you run out of space. How is this similar to the pattern in the fern? How is it different?

Equipment: Magnifying glass, paper, pencil, ruler, protractor.

KS2Chaos theory * lArtist Jim Drain uses pattern randomly, imitating ideas of chaos theory. lUse ICT to find out more about chaos theory and Mandelbrot sets. See if you

can create your out Mandelbrot design pattern.

Jim Drain Hex 2008

Introducing Fractal Geometry (2000) N. Lesmoir-Gordon, W. Rood, R Edney, Icon Books

Mathematics in Nature (2003), J.A. Adam, Princeton University Press

Sacred Geometry (2006), S. Skinner, Gaia Books

Mandelbrot setshttp://www.math.utah.edu/~pa/math/mandelbrot/mandelbrot.html

Fractals activities:http://www.rigb.org/christmaslectures06/pdfs/fascinating_fractals_p1.pdfhttp://www.shodor.org/interactivate/activities/FlakeMaker/


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www.numberspiral.com

Jim Drainhttp://www.greenenaftaligallery.com/artist/Jim-Drain

Carboniferous ferns and plantsKent was once covered by luscious tropical forests. The trees and plants fell and were compressed over millions of years by other layers of rock formed above, forming coal. Fossils of some tree bark and plants can be found in the coal. These examples come from the East Kent coalfield that spanned the Canterbury and Dover districts.

Dendritic flintManganese oxide has made this pattern in the rock as it was forming. This sample came from Chartham Quarry, near Canterbury.

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Curriculum Links

2-D and 3-D Shapes, Scale


Susan Derges

Fluorite and Galena crystalsTortoiseshellCoral

SugarSaltSand

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lUse language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids

and flat shapes. lKnowledge and Understanding of the World lObserve, find out about and identify features in the place they live and the

natural world.

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Fluorite crystals

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KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them 2a: Describe properties of shapes that they can see or visualise using the related vocabulary2b: Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres2c: Create 2-D shapes and 3-D shapes

KS2: Ma3 Shape, Space and Measures2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems

lTo observe shapes at different scales lTo explore natural structures

F / KS1 / KS2Crystals up CloselLook at sugar and salt crystals (or snowflakes in winter) through a magnifying glass and/or under a microscope. What patterns and shapes can you see?Equipment: magnifying glass/microscope

Learning Objectives

Activities

KS1 / KS2Make a Crystal lDissolve washing soda, salt or sugar in a a glass jar of very hot water (teacher

may need to demonstrate/supervise). Hang a paper-clip on some thread from a pencil, so that it hangs in the water. Leave the jar for a few days and see what happens. Crystals should form on the paper-clip.

lUse a magnifying glass to look at the crystals. What shapes and patterns can you see? Draw the shapes you see.

Equipment: Glass jar, washing soda, water, pencil, thread, paper-clip, pencil, paper

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Inter-grown Fluorite crystals on Galena

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KS2Make a Crystal lTry making a 3-D model of the crystals using cardboard.Equipment: Glass jar, washing soda, water, pencil, thread, paper-clip, card, glue,scissors, pencil, paper



From Atoms to Patterns * lLook at the patterns on a leaf, a tortoiseshell, and coral. How are they similar

and different? What happens if you magnify a leaf? lDraw a magnified part of a leaf, and use it to create pattern design for

wallpaper, a carpet or a dinner plate. Simplify the shapes you see and change the colours. You could also use a computer to do this.

lYou could use this activity to explore scale, by looking at zooming in on a leaf or other object to see its structure. The Atoms to Patterns website has some good examples of molecular structures (see resource section).

Equipment: Paper, magnifying glass, pens and pencils

Koo Jeong-a, Cedric, 2003http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999875&workid=93375&searchid=13859&tabview=display

From Atoms to Patterns: Crystal Structure designs from the 1951 Festival of Britain (2008), L. Jackson, Richard Dennis Publications

From Atoms to Patterns exhibition at the Wellcome Galleryhttp://www.wellcomecollection.org/exhibitionsandevents/pastexhibitionsandevents/fromatomstopatterns/index.htm

Fluorite crystalsBoth examples have transparent crystals but in the darker sample they are on a bed of Galena and covered with Pyrite; found in Derbyshire.

Galena crystalsCubo-octahedral crystals coated in Dolomite, found in Cumbria.

CoralThe illustrated example is known as Brain Coral because of the pattern resembling a human brain that is created as the coral grows.

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Curriculum Links

2-D and 3-D Shapes, Scale


Daniel SturgisTim Norris

Ammonites and nautiloidsFernsLeaves (arrangement on plants)Petals (arrangement on flowers)Pine Cones

SunflowersRomanesque Broccoli/Cauliflower Leaf arrangement on plantsPetal arrangement on flowers


natural world.

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Inter-grown Fluorite crystals on Galena

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KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them.

KS2: Ma3 Shape, Space and Measures1h: Use mathematical reasoning to explain features of shape and space.

lTo recognise simple patterns and and relationships lTo use reasoning to make predictions about these patterns

F / KS1 / KS2

Pine cone patterns lLook at a pine cone. Colour in the kernels with one paint colour to see the

spirals which come out from the centre. (you could also do this activity with sunflower head)

Equipment: Pine cone, paints or pens

Herb Spiral lOutdoor Activity: Create a herb spiral in your school grounds. Use bricks or

logs to build the spiral shape, which gets lower as it spirals out. Then fill it with earth and plant herbs in it. (Worksheet available from Centre for Alternative Technology-see link at end of sheet)

Equipment:Bricks or logs, earth, plants or seeds

KS1Snail Shell Spirals lLook at a snail or nautilus shell. Use the template of the Fibonacci number

sequence. Join the dots at the corner of the squares to make a spiral. lThen use collage of different colour shapes cut out to create a snail shell like

Matisse's The Snail. l*Use this activity to discuss the idea of a number sequence. Equipment: Template, pencils, pens, coloured paper, scissors, glue

Learning Objectives

Activities

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Nautilus fossil, polished interior (Cenoceras)

Nautilus shell, interior

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Petal Patterns lLook at Daniel Sturgis's painting, Clean Life. Daniel uses hand-cut templates

of a petal to create his paintings. Design a leaf or petal template, and then use it to create a pattern which looks like a plant viewed from above, or a flower’s face.

Equipment: card, glue, scissors, paint

KS2Snail Shell Spirals lUse the template of the Fibonacci number sequence to draw a spiral. You

could try sticking it on to a bigger sheet of paper, and continuing the sequence, and making your spiral bigger.

l*Use the Fibonacci sequence to construct a template yourself, and then draw a spiral. The sequence is made by adding each number to the previous number, i.e., 1, 1, 2, 3, 5, 8, 13, 21. These form squares which are added onto the previous square's side.

l*Use this activity to discuss the ideas of the Fibonacci series in nature, and the golden ratio (1·618034 )

l*Look at an image of a cross-section of a Nautilus sea shell. Draw a line from the centre out in any direction and find two places where the shell crosses it so that the shell spiral has gone round just once between them. The outer crossing point will be about 1.6 times as far from the centre as the next inner point on the line where the shell crosses it. This shows that the shell has grown by a factor of the golden ratio in one turn. You could lead this activity onto looking at examples of the Golden Section in Architecture and Art – see links at end of sheet.

Equipment: Template, pencils, pens

Matisse: The Snail, 1953http://www.tate.org.uk/imap/pages/animated/cutout/matisse/snail.htm (animation of the artwork)Work is on display in Tate Modern permanent Collection

Robert Smithson: Spiral Jetty, 1970http://www.robertsmithson.com/earthworks/spiral_jetty.htm

Leonardo da Vinci (Golden Section)http://brunelleschi.imss.fi.it/menteleonardo/


Daniel Sturgis Clean Life 1998–9

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Tim Norrishttp://www.timnorris.co.uk/ http://www.timnorris.co.uk/html/sculptures5.htm


Create A Herb Spiral worksheethttp://www.cat.org.uk/catpubs/pubs_content.tmpl?subdir=catpubs&sku=PUBS_20/08&key=ts_hs

Fibonacci numbers and the Golden Section websitehttp://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html


AmmonitesSimilar to nautiloids but now extinct; the exterior view is of Dactylioceras, the polished interior sample is Asteroceras, the polished interior fragment is Phylloceras.

Nautilus and Nautiloid shellsModern nautiloid shells and fossil ancestors


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Curriculum Links

Repeating Patterns, Translation, Position and Movement


Paul MossRichard WoodsLesley Halliwell

Medieval seal and mouldRoman imprinted relief potteryRoman tile impressed with patternWooden carved paddleImprinted and relief pottery

Sweet wrappersFood labelsPottery and ceramics

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lTalk about, recognise and recreate simple patterns. lKnowledge and Understanding of the World lLook closely at similarities, differences, patterns and change. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

Paul Moss Danger Painting 1-6 2003

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KS1: Ma3 Shape, Space and Measures3a: Observe, visualise and describe positions, directions and movements using common words3b: Recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the head teacher’s office or for rotating a programmable toy]

KS2: Ma3 Shape, Space and Measures3a: Visualise and describe movements using appropriate language3b: Transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation

lTo create simple repeating patterns lTo identify pattern networks

F / KS1Printing patterns

lLook at the patterns on the pottery and wooden paddle in the museum collection. How many times is the pattern repeated?

lLook at the Medieval seal and its two-part mould. Lots of seals could be made using the mould. The pattern on the Roman tile was made with a roller on damp clay.

lMake a printing roller. You could either use a foam sheet stuck onto a toilet roll or a cotton reel covered in clay or play dough. Stick a pencil or a bamboo skewer through the centre (you will have to make ends for the toilet roll). Alternatively a paint roller could be used.

Learning Objectives

Activities

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Roman pottery

Wax seal

Roman pottery

Carved wooden paddle

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lCut into the foam or draw into the clay/dough with a pencil to make a pattern. Now dip it into paint and see how the pattern repeats. What happens when you join more than one line of the pattern together?

lYou could also try making a repeating pattern using block printing. Create designs on blocks of clay or foam, or use potatoes, and then dip in paint and print onto paper in your pattern.

lLook at examples of fabric design in other cultures. What shapes do you see?Equipment: Cardboard tubes, cotton reels, bamboo skewers (for older children), pencils, foam sheet, clay, play dough, paint, paper

KS1 / KS2Wrapping patterns lLook at Paul Moss's artwork, Danger Painting. What has he used to create the

repeating pattern? lUse food labels or sweet wrappers to see what patterns you can create based

on a repeating object. lYou could try covering a 3-D shape in the wrappers. What happens at the

edges?Equipment: Paper, card, wrappers or labels, glue, scissors

Paul Moss Danger Painting 1 (detail) 2003

04

Indian fabric designsIndian Textile Prints CD-ROM and Book, Pepin Press (available from Dover Books http://www.doverbooks.co.uk/)

African fabric designshttp://afribatik.co.uk/fabrics.php?group=Fabrics&piece=2

Shack Chichttp://news.bbc.co.uk/1/hi/world/africa/2196254.stm


Paul Mosshttp://www.workplacegallery.co.uk/artists/_Paul%20Moss/

Lesley Halliwellhttp://www.lesleyhalliwell.co.uk/

Shack Chic: Innovation in the Shack-lands of South Africa (2002), C. Fraser, Thames and Hudson

Andy Warhol: Campbells Soup series210 Coca Cola Bottles, 1962 http://www.tate.org.uk/modern/exhibitions/warhol/

Medieval seal and two-part mouldDouble-sided seals were made by pouring wax into a two-part mould or ‘matrix’. This Medieval matrix has a general view of Canterbury on one side and originally had a scene of Thomas Becket’s murder on the other. But during the Reformation Thomas Cromwell, Henry VIII’s chief minister, ordered images of Becket to be destroyed and the local bell-founder was paid by the city of Canterbury to make a replacement matrix bearing the city’s coat of arms.

Roman tile impressed with roller patternFragment of a ‘voussoir’ or roof tile from a Roman bath-house in Kent (Plaxtol, near Sevenoaks), impressed with a pattern that is actually an inscription saying ‘I, Cabriabanus made this wall tile (Parietalem Cabriabanu Fabricavi) – you can see ‘CABR’ in the bottom right corner. Grooved rollers were run over damp clay tiles, creating a rough surface to which wall plaster would stick. In this case the maker carved an inscription into his wooden roller instead of the usual grooves.

Roman imprinted relief potteryRed clay pottery known as Samian ware was often decorated with reliefs by pressing the clay against a mould that could be repeated all round

Imprinted and relief potteryThe jugs include patterns made by incised or imprinted lines, relief additions made in moulds (some made separately then attached to the jug body), and painted lines.

Wooden carved paddleWooden carved paddle from the Pacific islands (Friendly Islands?) collected by nineteenth century traveller Henry Lansdell



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Curriculum Links

Translating through Angle, Rotation


Jacob DahlgrenJacqui Poncelet

Medieval tilesRoman mosaicsBeaney floor pattern (terrazzo)

TilesWallpaperPottery

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lTalk about, recognise and recreate simple patterns. lUse everyday words to describe position. lKnowledge and Understanding of the World lLook closely at similarities, differences, patterns and change. lCreative Development

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Floor of Beaney

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KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them 3a: Observe, visualise and describe positions, directions and movements using common words3b: Recognise movements in a straight line (translations) and rotations, and combine them in simple ways 4b: Understand angle as a measure of turn using whole turns, half-turns and quarter-turns

KS2: Ma3 Shape, Space and Measures2a: Recognise right angles, perpendicular and parallel lines; know that angles are measured in degrees and that one whole turn is 360 degrees and angles at a point total 360 degrees, then recognise that angles at a point on a straight line total 180 degrees; know that the sum of the angles of a triangle is 180 degrees2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems 3b: Transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation 4c: Recognise angles as greater or less than a right angle or half-turn, estimate their size and order them; measure and draw acute, obtuse and right angles to the nearest degree

lTo recognise simple spatial patterns which use rotation lTo recognise different angles lTo understand properties of rotation and what happens when a shape is

translated through angle lTo learn about different types of pattern networks

F /KS1 / KS2Window Patterns lMake a window pattern based on rotation through angle, using see-through

acetate or tissue. Cut out eight rectangles of the same size and then place them as shown in illustration 2. This will make an 8 pointed star pattern. You could also try some of the other placing rules, and experimenting with different shapes and sizes of rectangles, and with using different coloured paper.

Learning Objectives

Activities

03

lThis activity could be developed further with KS1 and KS2 by exploring properties of angle and using it to calculate the different angles in the pattern. You could also try creating a pattern on the computer by rotating a simple shape.

Equipment: Tissue paper or acetate, scissors, glue or sticky tape

KS1 / KS2

Pattern Networks lFind the repeating pattern and pattern network in Jacob Dahlgren’s Heaven is

a Place on Earth or Jacqui Poncelet’s merry go round (Pattern network types: Square, Brick or Half-drop, Diamond, Triangle, Ogee, Hexagon, Circle, Scale)

lFind the pattern network in medieval tiles, or in everyday objects like floors, plates, fabrics, wallpaper etc.

lIdentify whether the pattern is made by rotation, reflection or another means of translation.

lLook at the Medieval tiles. Create your own pattern square and then rotate and repeat it to create a new pattern. You could also do this on the computer.

Equipment: paper, pencils

Jacqui Poncelet merry go round (detail) 2009

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Roman mosaics

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KS2Metamorphs* lMake a Metamorph from the template. Cut out each side and decorate with a

pattern (simple geometric patterns work well). Then glue the sides together and cut along the solid lines, and score along the dotted lines.

lNow experiment with folding the pattern in different ways, creating new arrangements of patterns. Push the centre of the pattern in to see how it rotates (see illustration).

lFind out more about metamorphs, and who invented them.Equipment: Template, scissors, pens, glue

Helio Oiticica: Metaesquema (various)

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http://www.tate.org.uk/modern/exhibitions/heliooiticica/rooms/room2.shtm

Frank Stella, Flin Flon 1970http://cs.nga.gov.au/Detail.cfm?IRN=37841

Malevich, Dynamic Suprematism 1915 or 1916 http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=9205&searchid=10709

Principles of Pattern Design (1969), R. Proctor, Dover Publications Inc.

Metamorphs: Transforming Mathematical Surprises (2008), R. Brynes, Tarquin Publications

Mathematical Window Patterns (1999), W. Gibb, Tarquin Publications

Paul Schatz and the Invertible Cubehttp://www.paul-schatz.ch/en/invertiblecube.htm

J R Soto, Spiral, 1956http://www.jr-soto.com/


Jacqui Poncelethttp://www.poncelet.me.uk/

Medieval tilesMade at kilns on Tyler Hill, Canterbury, and found at medieval sites throughout the city, including the Poor Priests Hospital (Museum of Canterbury) and old Marlowe Theatre. Some have individual designs while others make up groups or pattern networks of four, nine or sixteen tiles (like the example from Rievaulx Abbey, North Yorkshire, which used tiles made locally to that abbey).

Roman MosaicsDecorative panels inserted into areas of plainer tiles on the floors of a Roman town house in Canterbury and preserved where they were found

Floor of BeaneyMade of terrazzo, a concrete flooring containing small coloured stones that can be arranged into intricate patterns and took its name from Italian use; corners of rooms have repeat patterns, as do the centres.



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Tessellation, Measure, Angles, Scale


Richard WoodsJacob DahlgrenWim DelvoyeDaniel SturgisHenna NadeemGuiliano Mauri

Chinese PangolinSeed podTortoiseshell Rattlesnake tailRoman mosaics

Seed podsBrickworkWallpaper

Richard Woods re-brand 2009

02

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lTalk about, recognise and recreate simple patterns. lUse everyday words to describe position.

lKnowledge and Understanding of the World lLook closely at similarities, differences, patterns and change. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them 2a: Describe properties of shapes that they can see or visualise using the related vocabulary 2b: Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres2c: Create 2-D shapes and 3-D shapes

KS2: Ma3 Shape, Space and Measures1c: Approach spatial problems flexibly, including trying alternative approaches to overcome difficulties 2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems 3b: Transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation

lTo recognise patterns that use tessellation lTo understand why some shapes tessellate and not others lTo explore creating tessellating patterns

F / KS1 / KS2Mosaic Making lHave a look at the Roman mosaics that were found in Canterbury. In Latin,

tessella was a small cubical piece of clay, stone or glass, used to make mosaics. A tiny cube was a tessella; from this we have the word tessellation. What do you notice about the mosaics? Can you see any spaces between the tiles?

l*Discuss the meaning of tessellation. lTry making a mosaic from small pieces of coloured paper cut into squares. Equipment: Coloured paper, glue, scissors. lWhole class activity: design and make a mosaic for the school grounds.Equipment: mosaic tiles, cement, wood (for frame).

Learning Objectives

Activities

Curriculum Links

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KS1 / KS2Tessellating shapes lLook at the work of Jacob Dahlgren, Richard Woods, Daniel Sturgis

and Guiliano Mauri. What different tessellating shapes can you see? lWhy can some shapes tessellate but not others? Experiment with trying to

tessellate squares, triangles, pentagons, hexagons. Which ones will tessellate? Why do you think they do?

lUse collage to create a tessellating pattern using a regular polygon.Equipment: Paper, pencils, rulers, protractor, magazines, glue, scissors

Tessellation Templates lDraw the pattern you see in a seed pod, Tortoiseshell, Rattlesnake tail or

Pangolin. Are the shapes regular or irregular? lDraw one tessellating shape on a larger scale. Use this as a template to cut

out lots of the same shape using different fabrics, magazines etc. lCollage the shapes together and find out what new patterns you can create.Equipment: Paper, pencils, ruler, magazines, glue, scissors

Jacob Dahlgren Heaven is a Place on Earth 2006–9 Daniel Sturgis Clean Life 1998–9

Richard Woods, Sketch (detail), 2009 Guiliano Mauri Imprints

Chinese Pangolin detail Rattlesnake tail

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KS2Tessellation Templates l*Look at the work of Roger Penrose, a mathematician who found a way of

making a tessellating pattern which didn't repeat (see resources section).Equipment: Paper, pencils, ruler, magazines, glue, scissors

Figure Ground*

lLook at the work of artists Wim Delvoye and Henna Nadeem. What happens in the space behind the pattern? Discuss the idea of figure/ground.

lLook at examples of Arabic art and trace the patterns. Colour in different elements of the pattern in solid colours to explore the tessellating shapes.

lCreate a figure/ground design of your own. Try to make a pattern which tessellates with a strong colour in the foreground and a lighter colour in the background.

Have a look at this site for ideas: http://britton.disted.camosun.bc.ca/jbescher3.htmEquipment: Paper, pencils, tracing paper, pens or paint

Henna Nadeem Sherbert Sunset 2005 Wim Delvoye Marble Floor #86 1999

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Ivory nut pod

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Escherhttp://britton.disted.camosun.bc.ca/jbescher.htmhttp://www.mcescher.com/

Toby Zeigler, The Subtle Power of Spiritual Abuse, 2007http://www.patrickpainter.com/artists/Ziegler_Toby/index.html

Wallpaper patternshttp://en.wikipedia.org/wiki/Wallpaper_group

Examples of Arabic and other historical patterns using tessellationshttp://www2.spsu.edu/math/tile/grammar/index.htmhttp://fiveprime.org/hivemind/Tags/tessellation,tiling

Other activities and examples:http://tessellations.org/

Roger Penrose and tessellations: http://nrich.maths.org/public/viewer.php?obj_id=1268&part=index

Figure Groundhttp://en.wikipedia.org/wiki/Figure-ground_(perception)






The Magic Mirror of MC Escher (1985), B. Ernst, Tarquin Publications

Godel, Escher, Bach (1979), D. Hofstadter, Penguin Books

Chinese PangolinPangolins live in South and West Africa, India, China and South East Asia – all are endangered species

Rattlesnake tailRattle from a rattlesnake, found in North America and brought back by a traveller in the nineteenth century


Ivory-nut palm fruitOuter skin of the one-seeded fruit from an Ivory-nut palm, which resembles a closed pine cone (grows in the Caroline Islands of Micronesia)



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Symmetry, Translating through Reflection


Jacqui PonceletWim DelvoyeHenna NadeemSusan Derges

ButterfliesShellsSea urchin fossilsIndian shields and maceHandle of carved paddleAnglo-Saxon broochesMedieval Roof inside Museum of Canterbury 60s and 70s clocks, lampshadesMedieval tilesFloor of BeaneyRoman mosaicsLeaves Fossils

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Scallop shell

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TilesLeavesAnimalsFacesBodies


natural world. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

KS1: Ma3 Shape, Space and Measures2d: Recognise reflective symmetry in familiar 2-D shapes and patterns. 3b: Recognise movements in a straight line (translations) and rotations, and combine them in simple ways

KS2: Ma3 Shape, Space and Measures2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems.3b: Transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation

lTo be able to recognise examples of symmetry in 2-D shapes lTo use reflective symmetry to create a pattern lTo use ICT to explore symmetry

FMirror Prints lFold a piece of paper in half, and open it out again. Coat a piece of string

with paint and lay it onto one side of the paper. Then fold the paper over the string, hold it in place and pull the string out. When you open it up you will have a symmetrical print.

Equipment: Paper, paint, string


Curriculum Links

Learning Objectives

Activities

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KS1 / KS2Natural Symmetry lLook at a leaf and find the line of symmetry. Now try changing the line of

symmetry and use a mirror to imagine what the leaf would look like. Draw the new 'leaf' pattern based on this new line of symmetry.

lLook at lines of symmetry in shells, sea urchins and butterflies. Try placing the mirror on a different line and seeing what new 'animal' you can make. Where else do you find symmetry in nature?

Equipment: mirror, paper, pencil.

Kaleidoscope lUse an on-line programme to explore making your own kaleidoscope. lhttp://www.krazydad.com/kaleido/ lhttp://www.vam.ac.uk/vastatic/microsites/moc_kaleidoscope/ lWhat kind of symmetry does a kaleidoscope use?

KS2Natural Symmetry lWhere else do you find symmetry in nature? lDiscuss how lines of symmetry are different on different shapes (eg. Square,

pentagon, hexagon) lExplore the symmetry of your face. Take a portrait photograph of everyone

in the class. Use ICT to scan the photo and reflect one side back on itself. How are the two sides of your face different from each other? Are some people more symmetrical than others?

Reflective Patterns

lLook at patterns by the artists – how have they used symmetry to create a pattern? What else do you notice about their patterns? (scale)

lLook at brooch designs in the Museum of Canterbury and look at other objects that have reflection in their patterns (such as snow flakes). Can you find the lines of symmetry?

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Pecten (scallop) shell

Anglo-Saxon pendant Handle of carved paddle Indian shield

Butterfly

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lCreate a brooch design, or a design for wallpaper or a mosaic, using reflective symmetry. Base your design on collage or block colours.

Equipment: Paper, pens, magazines, glue, scissors

Kaleidoscope l*You could try making your own kaleidoscope. You can find instructions at:

http://www.kaleidoscopesusa.com/makeAscope.htm

Dan Graham - mirror pavilionshttp://www.upprojects.com/portavilion/dan_graham.htmhttp://www.diaart.org/exhibs/graham/rooftop/

Dieter Rothhttp://www.tate.org.uk/tateetc/issue9/symmetry.htmhttp://www.tate.org.uk/servlet/ArtistWorks?cgroupid=999999961&artistid=1870&page=1

The Symbol of Beautyhttp://www.art.net/~coffin/WRITINGS/BEAUTY/beauty.html#Subject8

Kaleidoscopeshttp://www.gogeometry.com/wonder_world/haeckel_kunstformen_ascidiae_1.html




SnowflakesThe Art of the Snowflake by Kenneth Libbrecht (Motorbooks International, 2007)Snowflakes by Kenneth Libbrecht (Voyageur Press, 2008)and other books by the same author who has made a lifetime study of snowflakes, looking at them under microscopes (and finding no two the same).


Henna Nadeem Four Sunsets 2005 Wim Delvoye Marble Floor #86 1999

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ButterfliesTropical butterflies from cabinets put together by various nineteenth century collectors.

ShellsScallop shells (British) collected in the nineteenth century

Sea Urchin fossilsShells of soft-bodied Sea Urchins, which lived when southern England was covered by tropical seas and have turned into rock (flint) over millions of years to become fossils, known as an Echinoids.

Indian shield and maceMetal decorated with incised and inlaid patterns; collected in the nineteenth century by a traveller and brought back to Canterbury

Handle of carved paddleWooden carved paddle from the Pacific islands (Friendly Islands?) collected by nineteenth century traveller Henry Lansdell. The handle has a pattern of small heads carved around the outside.

Anglo-Saxon jewelleryCross and Pendant found in Canterbury. The Pendant incorporates the Christian symbol of a cross in a traditional Kentish style of brooch, with coloured enamel infilling gold filigree wire patterns.

Medieval roof interior of the Museum of CanterburyThe Museum of Canterbury is housed in the medieval hospital for poor priests and has original wooden roof structures inside

Medieval tilesMade at kilns on Tyler Hill, Canterbury, and found at medieval sites throughout the city, including the Poor Priests Hospital (Museum of Canterbury) and old Marlowe Theatre.

Floor of BeaneyMade of terrazzo, a concrete flooring containing small coloured stones that can be arranged into intricate patterns and took its name from Italian use; corners of rooms have repeat patterns, as do the centres



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Scale, Measure, Translation


Henna NadeemJacqui PonceletJacob Dahlgren Lukasz SkapskiRosie LeventonSusan Derges London FieldworksPeter Fillingham

Elizabethan painted wall LeavesTreesKing’s Wood

LeavesTreesMaps and plansMurals

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Elizabethan painted wall

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lFoundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lUse developing mathematical ideas and methods to solve practical problems. lKnowledge and Understanding of the World lLook closely at similarities, differences, patterns and change. lObserve, find out about and identify features in the place they live and the

natural world.

KS1Ma3 Shape, Space and Measures4c. Choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division

KS2Ma3 Shape, Space and Measures3b. Transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation4b. Interpret numbers and read scales with increasing accuracy

lUnderstanding scale lUsing simple measuring instruments and units lTransforming the scale of a 2-D shape

F / KS1 / KS2Classroom Mural lWhole class activity: each person designs a small tile. Then choose a wall of

the classroom and cover in paper. Divide it up into squares and ask each child to transfer their design onto a square, by scaling it up. (For F/KS1 the teacher may need to trace out the pattern and the children can then colour it in)

Equipment: paper, pencils, paint, large sheets of paper and sticky tape.

FEnlarging Nature

Curriculum Links

Learning Objectives

Activities

lLook at Susan Derges’s photographs of leaves, bluebells and fungi. What can you see in her photos? Discuss ‘bigger’ and ‘smaller’ things you find in nature.

lUse leaves to create a collage of a leaf or tree, or make a big drawing of a leaf. What happens when you make something small big, and something big small?

Equipment: paper, pencils, pens, paint

Susan Derges Fruitbody No.17 Susan Derges Fruitbody No.17

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KS1Micro and Macro lLook at Henna Nadeem’s collages. Can you see the different images she has

used to make her patterns? Nadeem combines micro (zoomed in) views of nature with macro (zoomed out) views.

lChoose a photograph and use ICT to zoom into it, and select a small section. Print this out at a larger scale, and cut out a pattern. Overlay the pattern on the original picture.

Equipment: glue, scissors

Enlarging Nature lLook at Susan Derges’s photographs of leaves, bluebells and fungi. What

kind of details do you see in her photos? lCollect leaves. Experiment with enlarging objects – use measure to make a

large-scale drawing of a leaf. Use measure to make a small scale drawing of a tree or large object (draw something you can find in the school grounds).

lWhat happens when you make something small big, and something big small? What happens when you combine scaled-up and scaled-down drawings in one picture? How do patterns make the scale of something look different? (Jacqui Poncelet)

Equipment: paper, pencils, ruler

KS2 Enlarging Nature lYou could try stretching an image by changing the scale in one dimension

but not another. lTry using the drawings you have made to create a pattern and use this to

cover an everyday object (e.g. a folder). lHow do patterns make the scale of something look different? (Jacqui

Poncelet) Equipment: paper, pencils, ruler

Henna Nadeem Sherbert Sunset 2005Henna Nadeem Four Sunsets 2005

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Scale Models lExplore how artists use scale to design large-scale pieces of artwork. Look at

the drawings by London Fieldworks and Lukasz Skapski; how do you know what size the finished artwork will be? Look at B52 by Rosie Leventon and discuss how she would have planned it out. Look at Peter Fillingham’s artwork- how do you think he designed it?

lMake a scale model of your classroom or your bedroom. First measure the walls and floor of the room. Then draw out a plan and elevations of the walls onto paper, at a scale of 1:100 (so 100 cm in real life = 1 cm on the drawing). Then using the drawings, transfer the individual parts of your plan (walls, floor etc) onto card. Cut out the pieces and assemble the model. You could add furniture, windows, etc. You could also try this with other objects (See Claus Oldenburg).

Equipment: card, glue, scissors, ruler

Rosie Leventon, B52, 2003

London Fieldworks Superkingdom 2008

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Claus Oldenburgwww.oldenburgvanbruggen.com/lsp.htm

Langlands and Bell: Ivrea, 1991 http://www.langlandsandbell.com/ivr01.htmlWorks are on display in Tate Modern permanent Collection

Murals & Frescoeshttp://en.wikipedia.org/wiki/Muralhttp://en.wikipedia.org/wiki/Fresco

Diego Riverahttp://diegorivera.com/index.php




Elizabethan painted wallFound in a building on Old Dover Road in Canterbury, preserved under later surfaces. The plant decoration spreads across the timber frame and the plaster infills.



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2-D and 3-D Shapes


London FieldworksGuiliano MauriRichard HarrisChris Drury:

Wasps’ nests Birds’ nestsPumice stone Tortoiseshell Sea Urchin fossil Trees - cell structuresTree ringsRoman underfloor heatingBeaney façade (corner turrets, stairs)

BuildingsHomesBirds’ nestsHoneycombs Packaging, e.g. egg boxes, fruit traysSoap bubbles

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Wasps’ nest interior

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Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lUse language such as ‘circle’ or ‘bigger’ to describe the shape and size of

solids and flat shapes. lKnowledge and Understanding of the World lSelect the tools and techniques they need to shape, assemble and join

materials they are using. lBuild and construct with a wide range of objects, selecting appropriate

resources and adapting their work where necessary. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

KS1: Ma3 Shape, Space and Measures2a: Describe properties of shapes that they can see or visualise using the related vocabulary2b: Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres.2c: Create 2-D shapes and 3-D shapes

KS2: Ma3 Shape, Space and Measures2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, prisms and pyramids of various kinds; recognise when shapes are identical.2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems.2d: Visualise 3-D shapes from 2-D drawings

lTo identify 2-D and 3-D shapes lTo use language to describe the shape/size of 2-D and 3-D shapes. lTo mentally visualise shapes lTo construct 3-D shapes

F / KS1 / KS2Animal Homes:

Curriculum Links

Learning Objectives

Activities


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lImagine what it would be like to live inside Superkingdom. Describe and draw the shapes you can see inside the installations.

lImagine you are an insect or animal, draw or make your ideal home or use ICT to design it.

Equipment: pencils, pens, paper

lLooking at the homes of animals and insects, imagine a whole city of these homes. Each home can be made up of different shapes (like the Beaney façade). Construct a cityscape of different shapes and sizes (this could be done as a whole class activity).

Equipment: Card, scissors and glue, packaging material

lOutdoor project: Look at Richard Harris and Guiliano Mauri's sculptures. Use willow to construct a home for an animal in your school grounds (this could be done as a whole class activity).

Equipment: withies, hemp string, secateurs (for teacher usage)

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Wasps’ nest

Wasps’ nest

Goldfinch or Linnet’s nest

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FMaking Shapes: lUse Lego or stickle bricks to make shapes. What shapes can you make? Join

the shapes together to make new shapes. What new shapes can you make? Can you stack the shapes (like Roman under-floor heating stacks)?

lLook at soap bubbles. What shapes can you see? How do they join together?Equipment: Lego, soap, water

KS1 Making Shapes: lUse packaging material (e.g. egg cartons, fruit trays) to construct a shape.

What shapes can you find in the packaging? What new shapes can you make with it?

l* Imagine the shape you have made is a building. Draw the outside and the inside of the building. Do this on the computer, or using a pencil and paper.

Equipment: packaging materials, glue, sticky tape, paper, pencils

KS2

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Making Shapes: lConstruct a 3-D Hexagonal cell from the template (this can be photocopied

onto card or paper). Now construct several more of the same shape. How easily do the shapes fit together? Try gluing the shapes together in different combinations to make a new shape. You could look at a Tortoiseshell or Sea Urchin.

lConstruct an Octahedron from the template. Make several more and explore sticking them together to make new shapes. Explore where the lines of symmetry are in the new shape.

lImagine the shape you have made is a building. Draw the outside and the inside of the building. Do this on the computer, or using a pencil and paper.

l*Use ICT to generate another pattern for a 3-D shape. Print this out and construct it as you did with the previous one.

lCompare the pattern of the Wasps nest (regular hexagons) with Pumice stone (similar but more random shapes made by air bubbles).

l*Try using cylinders to make a wall, like Chris Drury's Coppice Cloud Chamber. How easily do they stack together? What kind of spaces are left between the cylinders? Look at buildings in your neighbourhood. Can you see how they are constructed? Why do you think some shapes are better for building with than others? You could also look at tree rings and tree structures. How are trees constructed? Can you use cylinders to construct a ‘tree’ shape?

Equipment: card, scissors, glue, paper, pencil

Langlands and Bell, Ivrea, 1991 http://www.langlandsandbell.com/ivr01.htmlWorks are on display in Tate Modern permanent Collection

Vladimir Tatlin, Monument to the Third Internationalhttp://en.wikipedia.org/wiki/Tatlin’s_TowerModel is in Moderna Museet, Sweden

Sol LeWitt, Five Open Geometric Structures, 1979 http://www.tate.org.uk/servlet/ViewWork?workid=21766&roomid=3669

Works are on display in Tate Modern permanent Collection

Loop PH, Metabolic Media, 2008http://www.loop.ph/bin/view/Loop/WebHome

Jeremy Deller, Bat House Projecthttp://www.bathouseproject.org/

Toby Zeigler, Study for True North, 2007http://www.patrickpainter.com/artists/Ziegler_Toby/index.html

Guiliano Mauri, Cattedrale Vegetale , 2001http://arengario.net/momenti/momenti69.html

Make Shapes 1, Jenkins & Wild, Tarquin Books



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Wasps’ NestsImages of Wasps’ nest interior (hexagons) and exteriors. Wasps build layers of hollow hexagons in which to hatch new wasps. The solid hexagons are filled with wasp grubs and food for them. The exterior is made of small semicircular layers of paper or other material chewed and regurgitated by the wasps.The small round nest (B) was attached to a curtain and only had a few wasps. The large nest (A) was built by a swarm of wasps in the roof of a Canterbury house.

Birds’ NestsReed Warbler’s nest (British), constructed on reeds.Weaver Bird’s nest (African), woven; the bird enters via the long tube at the base.Leafy nest of a Goldfinch or Linnet (British), made of leaves, grass, twigs, ivy, moss.

Roman under-floor heatingStacks of clay tiles on top of which the floor of the house was built, allowing warm air from a fire at one side to circulate below the floor. Part of the flooring of a Roman town house preserved where it was found in Canterbury, around which the Roman Museum has been built.

Beaney façadeThe Beaney Institute, which houses the museum, gallery and library, was designed and built in the late 19th century, imitating Tudor styles. The front incorporates corner turret rooms and rounded front stairs.

TortoiseshellHome of a soft-bodied tortoise; made of interlocking pentagons, created as the tortoise and its shell grew.

Sea Urchin fossilShell home of a soft-bodied Sea Urchin, which lived when southern England was covered by tropical seas and has turned into chalk rock over millions of years to become a fossil, known as an Echinoid. Constructed of interlocking hexagons, each of which had a spine in the centre (where round bosses have remained when the spines broke away).

Pumice stoneStone made of volcanic lava that contained lots of air bubbles.


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Locations

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2-D and 3-D Shapes and Area

lStour Valley ArtslExhibited in ‘Superabundant’, Turner Contemporary, Spring ‘09 Canterbury MuseumslRoman MuseumlBeaneylMuseum of Canterbury lMuseum Collections

Richard WoodsJacob DahlgrenPaul MossLondon Fieldworks

Façade of the Beaney Façade of the Museum of Canterbury Façade of Turner Contemporary Project SpaceRoman MosaicsDrawings of buildingsTrees Leaves

BuildingsGraffiti patterns Murals

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Beaney exterior detail

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Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lUse language such as ‘circle’ or ‘bigger’ to describe the shape and size of

solids and flat shapes. lTalk about, recognise and recreate simple patterns. lKnowledge and Understanding of the World lObserve, find out about and identify features in the place they live and

the natural world. lCreative Development lExplore colour, texture, shape, form and space in two or three dimensions.

KS1: Ma3 Shape, Space and Measures1e: Recognise simple spatial patterns and relationships and make predictions about them.2a: Describe properties of shapes that they can see or visualise using the related vocabulary.2b: Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres.2c: Create 2-D shapes and 3-D shapes.

KS2: Ma3 Shape, Space and Measures2b: Visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, prisms and pyramids of various kinds; recognise when shapes are identical.2c: Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems.4e: Find perimeters of simple shapes; find areas of rectangles using the formula, understanding its connection to counting squares and how it extends this approach; calculate the perimeter and area of shapes composed of rectangles.

lTo identify 2-D shapes lTo use language to describe the shape/size of 2-D shapes. lTo mentally visualise shapes lTo create patterns by arranging shapes

F / KS1 / KS2Surface lines lLook at tree bark. Draw the patterns you can see in the bark. You could also

draw the patterns you see in your skin, or on leaves. Colour the sections in different, contrasting colours. How many colours do you need so that none of them touch the same colour?

Equipment: Paper, pencils, crayons, pens

FHandprints lClass activity: everyone makes a hand print using different colours. Cut out

the hand prints and add them to one wall of the classroom. Use the hand prints to make a pattern. How do they change the way the classroom feels?

Equipment: Paper, paint, scissors

Curriculum Links

Learning Objectives

Activities

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KS1 / KS2Wall Patterns

lDraw one outside wall of your school. What patterns can you find? lNow create a new pattern which would transform the façade of the school.

Use a repeating pattern of a simple shape in different colours. You can do this using paper and pens or you could use the computer.

lUsing the photograph, design a new façade for the hut at Stour Valley Arts. lLook at the façades of the Beaney, Museum of Canterbury and re-brand by

Richard Woods. Look at the patterns on the Superkingdom installations, in the mosaics in the Roman Museum and Jacob Dahlgren’s work. What patterns can you find? (visit activity or from photos)

lTrace a façade or artwork and try decorating your drawing using different colours.

Equipment: Paper, pencils, tracing paper, pens

KS2 lLink the above activity into ‘area’. Calculate the area of the wall from one

brick/one repeat of pattern.Equipment: Paper, pencils, ruler, tracing paper, pens

Richard Woods re-brand 2009 Jacob Dahlgren Heaven is a Place on Earth 2006–9

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Beaney exterior view

Stour Valley Arts’ hut

Museum of Canterbury exterior

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Wrapping walls lLook at Danger Painting by Paul Moss. What do you think he has used to

create this effect? lMake a model of your classroom. Now try wrapping the walls with different

types of fabric, or collaging with coloured paper. How does this change your perception of shape? You could also create a model on the computer and add different patterns or textures to the model.

lUse images of graffiti to transform a surface. What shapes and repeats can you find in the graffiti? Cut up the graffiti and layer it to create patterns. (Use ICT to find images and print them out).

Equipment: card, glue, fabric, magazines, scissors

Christo - wrapped buildingshttp://www.christojeanneclaude.net/Tim Otto Roth- “I see what I see not”http://www.kunstfassade.de/tor/vernissage.htmlRichard Woodshttp://www.richardwoodsstudio.com/Jacob Dahlgrenhttp://www.jacobdahlgren.com/Paul Mosshttp://www.workplacegallery.co.uk/artists/_Paul%20Moss/

Façade of the BeaneyDecorated with patterns in wood, brick, terracotta (red unglazed ceramic) sculptures and mouldings, coloured stone, and plasterwork, imitating Tudor styles in a late-nineteenth century building.

Façade of the Museum of CanterburyMedieval timber-framed building, which was a hospital or home for poor priests, decorated with ‘knapped’ flints in traditional Kentish style. Later additions in brick.

Roman MosaicsDecorative panels inserted into areas of plainer tiles on the floors of a Roman town house in Canterbury and preserved where they were found.



Paul Moss Danger Painting 1-6 2008

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Area and Perimeter, Measures, Axis & Coordinates, Scale


Henna NadeemJacob DahlgrenLondon FieldworksChris DruryLukcas Skapski

Bark Beetle markingsCity street patterns Elizabethan CanterburyCanterbury water supply mapMap of bombing in CanterburyPlan of Roman Amphitheatre, CanterburyKing’s Wood mapBeaney Institute and Turner Contemporary architectural plans

BuildingsMaps

London Fieldworks Superkingdom Sketch 2008

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Foundation Stage Early Learning Goals lKnowledge and Understanding of the World lObserve, find out about and identify features in the place they live and the

natural world. lFind out about their environment, and talk about those features they like

and dislike.

KS1: Ma3 Shape, Space and Measures4c: Estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division.

KS2: Ma3 Shape, Space and Measures2d: Visualise 3-D shapes from 2-D drawings. 3c: Identify and draw 2-D shapes in different orientations on grids; locate and draw shapes using coordinates in the first quadrant, then in all four quadrants. 4b: Recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation

lTo use simple measuring tools lTo calculate area lTo gain an understanding of scale lTo explore using an axis and coordinates

FClassroom Map lTeacher draws out a map/plan of the classroom. Get each child to draw their

face onto a paper plate and then work out as a group where everyone should go on the map.

lUse pacing to work out how big the classroom is: ask the children to find out how many paces wide and long it is.

lTalk about other maps they have seen (eg. Playmat maps).Equipment: Paper, pencils, pens, paper plates, blu tac.

KS1 / KS2Classroom Map lMake a map of your classroom. Measure the classroom and plot it out onto a

sheet of paper. Then measure and draw on the tables and chairs. Now try to draw the route you usually take around the classroom. Try using ICT to make the map.

lVisit a gallery, library or other space to compare. Is it larger or smaller than the classroom? Why do you think so? (e.g. judging by comparison). Measure and draw the space to see if you were correct.

Curriculum Links

Learning Objectives

Activities

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Bird’s eye view of Elizabethan Canterbury

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lPlaying with scale: Put people into your map. Use different sizes of drawings or collage to explore what different scales look like (refer to Henna Nadeem, and Superkingdom concept sketches) Use the computer to try this as well.

lLook at the Bark Beetle markings, what do you think these show? What if we left a trail behind us when we moved around? Trace the usual journey you make in your classroom onto the map.

Equipment: Paper, ruler, tape measure, pencils, magazines

Mini Museums lLook at the plans by Jacob Dahlgren, London Fieldworks-Superkingdom, Chris

Drury, Coppice Cloud Chamber and Lukasz Skapski, Via Lucem and look at the images of the finished 3-D artworks.

lDraw a plan for an imaginary exhibition / forest / museum. Then create it in a shoebox. Use dolls house furniture, twigs as trees, etc for scale

Equipment: Paper, pencils, card, natural materials, found objects, collage materials, glue, scissors

8.5 m5 m x

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Łukasz Sk?pskiVia Lucem Continens A.D. MM (Time Walk)Stour Valley Art ProjectCurator: Sandra Drew

Visibility of the Sun in the avenue from the observation point X

Proportions of the drawing approximate

20.41ʼ 00”20.42ʼ 50”20.44ʼ 15”

20.57ʼ 50”20.59ʼ 09”21.00ʼ 33”

21.15ʼ 42”summer time y.2000

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Chris Drury, Coppice Cloud Chamber

Lukasz Skapski, Via Lucem

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KS2Map Plotting* lLook at the map showing where the bombs landed in Canterbury. lCreate a grid with an axis. Use coordinates to plot the colours in Jacob

Dahlgren’s artwork onto the grid. Give each colour a number value. You could use a computer to do this. What new pattern do you end up with?

Equipment: ruler, pencil, coloured pen

Mark Bradford, Los Moscos 2004 http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=88775&searchid=10545Works are on display in Tate Modern permanent Collection

On the Map: Artists inspired by mapshttp://www.northhousegallery.co.uk/exhibitiondetail.asp?exID=27

Richard Long, A line made by walking, 1967http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=76954&searchid=9755&tabview=text

City street pattern (Elizabethan Canterbury)Shows the city walls, River Stour, Cathedral and streets in Shakespeare’s time; the street pattern is still very similar today.



Bird’s eye view of Elizabethan CanterburyFrom a book about cities published in Cologne in 1588, and believed to be the oldest known map of Canterbury. Shows the city walls, River Stour, Cathedral and streets in Shakespeare’s time; the street pattern is still very similar today.

Canterbury waterworks plan12th century plan of waterworks improvements for Canterbury Cathedral carried out for Prior Wibert, who was in charge of the Cathedral and its monastery between 1155-1167. He arranged for a clean water supply by having water brought via lead pipes into the Cathedral from cisterns on the hill above Canterbury. The round Water Tower and some of this piping survive today. The magnificent original drawing is in Cambridge (reproduced courtesy of The Master and Fellows of Trinity College Cambridge) and there is a nineteenth century drawn copy in Canterbury Cathedral Archives.



Jacob Dahlgren Heaven is a Place on Earth 2006–9Map of bombing in Canterbury, 1942

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Map of bombing in CanterburyDetail of plan showing where bombs fell during the German air raid on Canterbury in June 1942. Buildings destroyed included a newspaper office, two churches, several drapery stores, two banks, three insurance offices, four schools, a large garage, a nursery and many scores of houses in residential areas.

Plan of Roman Theatre, CanterburyConjectural plan of the Roman Theatre in Canterbury, based on archaeologists’ finds of wall parts (the solid black areas on the plan). (Reproduced courtesy of Canterbury Archaeological Trust.)

Beaney Institute planPlans, by architect A. H. Campbell, of the ground and first floors of the Beaney Institute, built ‘for the education of working men’ in 1897-99. The building, housing museum, gallery and library, was extended in the 1930s and is about to be renovated and extended again (see www.futurebeaney.com).

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Curriculum Links

Illusion: Symmetry, Transforming Shape through Angle


Richard WoodsWim DelvoyeHenna NadeemJacqui Poncelet

Moth and Butterfly wings with camouflage patternsTree RingsFloor of Beaney (Terazzo)

Camouflage clothing/fabricCarpets/rugs (with patterns)Floor patternsWallpaper patternsAnimals, insects and plants which use camouflage

Foundation Stage Early Learning Goals lProblem Solving, Reasoning and Numeracy lUse everyday words to describe position. lKnowledge and Understanding of the World lLook closely at similarities, differences,

patterns and change.

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Terrazzo floor of Beaney

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KS1Ma3 Shape, Space and Measures1e. Recognise simple spatial patterns and relationships and make predictions about them 2d. Recognise reflective symmetry in familiar 2-D shapes and patterns. 3b. Recognise movements in a straight line (translations) and rotations, and combine them in simple ways

KS2Ma3 Shape, Space and Measures1h. Use mathematical reasoning to explain features of shape and space 2c. Make and draw with increasing accuracy 2-D and 3-D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems 3b. Transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation

lTo understand basic concepts of optical illusions lTo understand how an object or shape can be transformed through pattern lTo recognise symmetry in patterns lTo understand and think about similarities and differences between patterns

and shapes

FButterfly Camouflage lUse the butterfly template and collage onto it a camouflage disguise. Try

using strips or shapes ripped from wrapping paper or magazines and moving them around to create a pattern on the butterfly’s wings. Can you disguise the butterfly as something else, like the ones in the picture?

Equipment: Template, wrapping paper or magazines, scissors, glue

KS1 / KS2Rotating illusion

Learning Objectives

Activities

lCut out two circles on card (use template provided) and decorate them both with different patterns. You could use circles, straight lines or an abstract pattern. Then cut a line from the centre to the edge, where shown. Cut around the inner circle on the top layer, where shown (do not cut all the way round!) Attach a paper fastener through the centre of both circles. Now try sliding one circle over the other. How does this affect the pattern?

Equipment: Template, card, paper fasteners, scissors, pens/crayons/pencils

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Butterfly Moth

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Hidden Pictures lLook at Henna Nadeem's work. How many different pictures can you see in her

work? What do you see first, a pattern or a photograph? Cut pictures of everyday objects from magazines. Then use other pictures to disguise the original object by cutting out patterns and layering them over the first picture. Ask other people to see if they can work out what the original object was.

Equipment: magazines, scissors, glue

KS2 lChoose a photo, and, using ICT, create another design on top of it, which

disguises the first picture. lLook at Wim Delvoye's Marble Floor # 86. What is it made of? Trace a

pattern from a design for a carpet or wallpaper. Now use paint or collage to transform the original pattern. How is it different from your original pattern?

Equipment: tracing paper, pencil, paint or magazines/coloured paper, scissors, glue lLook at Richard Woods' Flat Stack Sculpture and the Beaney floor details.

Try using 3-D objects (e.g. junk modelling, packaging) to create a pattern. How does the pattern look when viewed from different angles? Draw the pattern from above and from the side. What do you notice about the different views?

Equipment: 3-D packaging/junk, glue or wire, scissors, paper, pencils

Henna Nadeem Sherbert Sunset 2005

Henna Nadeem Four Sunsets 2005

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Bridget Rileyhttp://www.tate.org.uk/servlet/ArtistWorks?cgroupid=999999961&artistid=1845&page=1

Victor Vasarelyhttp://www.vasarely.com/

Marcel Duchamp, Roto Reliefshttp://www.aqualoop.com/aqua_sound/delia/Duchamp.html

M.C. Escherhttp://www.mcescher.com/

Trompe L’oeilhttp://en.wikipedia.org/wiki/Trompe_l’oeil





Moth and Butterfly wings(A) Moths with camouflage patterns that disguise wing shape(B) Butterfly with camouflage pattern to look like the eyes of a large bird (owl?)(C) Moths with pattern on tips of wings looking like beaks of birds or snakes(D) Top and underside of a tropical butterfly ‘Crameri’, with camouflage patterns

Floor of BeaneyMade of terrazzo, a concrete flooring containing small coloured stones that can be arranged into intricate patterns and took its name from Italian use.



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Time: Telling the Time


Rodney Glick & Lynette VoevodinGuiliano MauriSusan DergesChris DruryStephen TurnerJem FinerEmily Robertson

Agate ringsMammoth tuskShellsShellsTree ringsDecommissioned work at Stour Valley Arts

ClocksWatches

Jem Finer Score for a Hole in the Ground 2006

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Foundation Stage Early Learning Goals lKnowledge and Understanding of the World lFind out about past and present events in their own lives, and in those

of their families and other people they know.

KS1: Ma3 Shape, Space and Measures4a: Estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, ‘longer or shorter than a metre rule’, ‘three-and-a-bit litre jugs’]; compare the durations of events using a standard unit of time

KS2: Ma3 Shape, Space and Measures4d: Read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours, days, weeks - and know the relationship between them

lTo understand different ways of measuring time lTo explore cycles and rhythms of nature and natural systems lTo understand ideas of growth and decomposition over time

F / KS1 / KS2Decomposing lGuiliano Mauri's work was made with the intention of it going back into the

forest, gradually decomposing and retuning to where it had come from. Stephen Turner's tree rings document the natural cycles and decomposition on the forest floor over time.

lMake a sculpture that can decompose, from natural objects like fruit, vegetables or plants. Either draw it every day to record how it changes, or use digital photographs to document it and put them into an animation on the computer.

lHow long does the object take to decompose?Equipment: fruit/vegetables/plants, camera, paper, pencils

Curriculum Links

Learning Objectives

Activities

Guiliano Mauri Imprints 1999 Stephen Turner Tree Rings 2002

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KS1 / KS2Growing lLook at the photographs by Jem Finer. How does the forest change in the

photographs? Can you tell what time of year it is? lHow do we record growth and change - look at the tree rings, agate rings,

Rattlesnake tail and Mammoth tusk. Are all the layers the same? lMake a flip book which shows something growing. You could choose a plant,

a flower, an animal, or a person. Using the template, make a slight addition to your drawing in each frame. Then cut them out and make holes where shown. Tie it together with string, and tape around the string to hold it securely in place. When you flick through you should be able to see a 'mini-movie' of your growing object.

lYou could also try doing this on the computer, or using an animation programme to show something growing.

Equipment: Template, pens, pencils, scissors, string, sticky tape


04

lAspect is filmed in a forest over the period of a year. The forest year is condensed into a few minutes. Tree rings and layers in the Mammoth Tusk show how a tree or tusk has grown and shells reveal their own growth with gradually larger additions.

lThink about how much you have grown since you were born, and how you have changed.

lBring in family photos that show you at different ages and make a time line of your life. You could also make a family tree with photos or drawings of your mum, dad, sisters, brothers, grandparents.

lCan you imagine what you will look like at different ages? Draw a self-portrait of yourself at the age of 20, 30, 40…etc.

lMake an autobiography of your life so far, this could be written, drawn or made using collage.

lVisit activity: at the Roman Museum in Canterbury, each step down from street level takes you back 100 years. Can you imagine what life was like in Roman Canterbury? How has it changed? How is it similar?

Equipment: paper, pencils, magazines, photographs, glue, scissors

Emily Robertson Aspect 2004

Natural Rhythms – A day in the life... lSusan Derges spent a year observing the forest, Emily Robertson filmed over

a whole year and condensed it down to a few minutes, Rodney Glick filmed for a whole day and condensed it to an hour.

lMake a record of a whole day from your classroom window, or in your school grounds. Record any changes in the weather, people, and other things you see. This could be written, drawn or photographed.

lTake a series of photos or make a series of drawings of the same place every day for a month. Stick your drawings or photographs up on the wall, as you go. How does it change over time?

lTry making a water clock; instructions can be found at:http://www.nationalgeographic.com/ngkids/trythis/try10.html

lVisit Activity. Explore forest life cycles at Stour Valley Arts. How do the woodland management team keep the forest healthy?

Equipment: Paper, pencils, camera

Life Cycles

Rodney Glick Down on his Luck 2006-2008

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Sam Taylor Wood, Still life, 2001http://www.bbc.co.uk/collective/gallery/2/static.shtml?collection=samtaylorwood&image=6

Eadweard Muybridgehttp://www.bbc.co.uk/photography/genius/gallery/muybridge.shtml

Francis Alÿs, Zocalo, May 20 1999 http://www.tate.org.uk/modern/exhibitions/timezones/artists.shtm

Christian Boltanskihttp://en.wikipedia.org/wiki/Christian_Boltanski

http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A649&page_number=2&template_id=1&sort_order=1

Cindy Shermanhttp://www.tate.org.uk/servlet/ArtistWorks?cgroupid=999999961&artistid=1938&page=3&sole=y&collab=y&attr=y&sort=default&tabview=worklist

http://www.temple.edu/photo/photographers/cindy/mannequins/sherman.htm

Feliks Topolski, Autobiography 1973 http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=14368&searchid=10247&tabview=image

http://www.emilyrichardson.org.uk/

Telling the time- early deviceshttp://physics.nist.gov/GenInt/Time/early.html

AgateMade of very fine quartz that crystallises in air pockets within volcanic rock. Different minerals in the quartz crystallise at different rates, depositing layers of different colours, the outermost deposited first and innermost last.

Mammoth tuskIn cross-section a mammoth tusk looks like a tree, with rings of growth from the centre outwards. In longitudinal section you can see the pointed ends getting longer with each additional growth inside. Mammoths once lived in Kent: this tusk was found on the lower beach at Long Rock, Swalecliffe, near Whitstable.

ShellsShells are the homes for soft-bodied animals and grow as the animal gets larger. You can see the progression in size relating to growth. The Tellin shell has dark growth rings.



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Waves: Geometry


Jem FinerRichard Harris

Elizabethan CanterburyCanterbury water supply map

WaterSound

Foundation Stage Early Learning Goals lKnowledge and Understanding of the World lInvestigate objects and materials by using all of their senses as appropriate. lBuild and construct with a wide range of objects, selecting appropriate

resources and adapting their work where necessary. lObserve, find out about and identify features in the place they live and the

natural world. lCreative Development lRespond in a variety of ways to what they see, hear, smell, touch and feel.

Curriculum Links

Jem Finer, study for Score for a Hole in the Ground 2006

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KS1: Ma3 Shape, Space and Measures1d: Use the correct language and vocabulary for shape, space and measures.1e: Recognise simple spatial patterns and relationships and make predictions about them.3a: Observe, visualise and describe positions, directions and movements using common words.

KS2: Ma3 Shape, Space and Measures1h: Use mathematical reasoning to explain features of shape and space. 3a: Visualise and describe movements using appropriate language. *4c: Recognise angles as greater or less than a right angle or half-turn, estimate their size and order them; measure and draw acute, obtuse and right angles to the nearest degree

lTo explore the properties of sound and water lTo understand the idea of waves (sound and water) lTo understand why waves make different patterns

FMake a sound machine lAsk children to build sound machine using natural/found materials eg.

dripping water, sticks striking, stones dropping onto different surfaces. What different sounds can you make? What do the sounds look like? Use different words to describe the sounds.

Equipment: water, sticks, stones, different surfaces

KS1 / KS2Seeing Sound Waves

Learning Objectives

Activities

lWhat does sound look like? These activities explore how sound makes patterns.

Kaleidophone lMake a Kaleidophone: use a knitting needle, with a silver bead fixed to one end.

Hold it fast at one end in a vice or between two tables. Set up a screen behind it, then shine a bright light onto the needle. If you hit the needle you should see wave patterns as the needle moves. What kind of shapes do you see?

Equipment: knitting needle, beads, screen


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Chladni patterns lCut off half a large balloon, and stretch it over an open tin can. Hold it in

place with rubber bands. Sprinkle salt onto the balloon. lTry playing different sounds to the balloon and see what happens to the

salt. It should move into patterns. Try downloading the sound from Jem Finer's artwork and playing it. What pattern does it make?

lDraw the pattern you see. Experiment with different sounds to see what kind of patterns they make. What do you notice about louder or softer sounds, higher or lower notes?

Equipment: Balloon, can, rubber band, paper, pencils

Water and waves lLook at Richard Harris's sculpture. What does the shape remind you of?

Look at the Narwhal tusk - what does its shape have in common with water? lWater is also essential to Jem Finer's piece, as it makes the sound. Have a

look at the Elizabethan Canterbury and Canterbury water supply maps. What do you know about the properties of water?

lFill a plastic tray with water. What happens when you drop a small drop of water into it? What happens when you disturb one side with a stick? Explore the idea of waves and the way water behaves. Try drawing the different patterns you see in the water

l*Look at a picture of a river. Does it flow in a straight line? Some facts about rivers include:

lNo river, regardless of size, runs straight for more than 10 times its width. lThe radius of the bend is nearly always 2-3 times the width of the river at

that point. lThe wavelength (distance between points of bends) is 7-10 times the

average width. The technical name for the pattern a river makes is meander geometry. The

shape it makes is an irregular waveform. Discuss the difference between regular and irregular waves. Use maths to explore the geometry of a river pattern.

Equipment: Tray, water, paper, pencils

Richard Harris Untitled 1994 Canterbury waterworks plan

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Naum Gabo, Linear Construction No. 2 1970-71http://fusionanomaly.net/naumgabo.html

Musical Minimalismhttp://en.wikipedia.org/wiki/Minimalism

Kaleidophoneshttp://physics.kenyon.edu/EarlyApparatus/Acoustics/Kaleidophone/Kaleidophone.htmlhttp://www.interactivearchitecture.org/kaleidophone-christian-moller.html

Chladni Patternshttp://www.phys.unsw.edu.au/jw/chladni.html

Harmonograph: A visual guide to the mathematics of music (2001), A. Ashton, Wooden Books

Godel, Escher, Bach (1979) D. Hofstadter, Penguin Books


Living Water (1976), Olof Alexandersson, Gateway Books

Flowformshttp://www.doc.ic.ac.uk/~gzy/heart/flowforms/flowforms.htmhttp://www.flowformsdotcom.pwp.blueyonder.co.uk/

River Meandershttp://www.cleo.net.uk/resources/displayframe.php?src=309/consultants_resources%2F_files%2Fmeander4.swf

Bird’s eye view of Elizabethan CanterburyShows the city walls, River Stour, Cathedral and streets in Shakespeare’s time. The river was diverted to build mills powered by water and there were also.tanneries, parchment works and similar that used water for industrial production.

Canterbury waterworks plan12th century plan of waterworks improvements for Canterbury Cathedral carried out for Prior Wibert, who was in charge of the Cathedral and its monastery between 1155-1167. He arranged for a clean water supply by having water brought via lead pipes into the Cathedral from cisterns on the hill above Canterbury. The round Water Tower and some of this piping survive today. The magnificent original drawing is in Cambridge (reproduced courtesy of The Master and Fellows of Trinity College Cambridge) and there is a nineteenth century drawn copy in Canterbury Cathedral Archives.



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