### Islamic Art and Geometry (middle)

Last changed: 05/29/2019 11:28am6 , 7 , 8 | |

Visual Art | Math Social Studies |

Grade Level Program | Alignment |

1 | 60 min |

In-School Short Term Residency | |

All year | |

$10 | 40 |

no | Phone , Email |

Colored pencils, rulers, protractors | |

pencil sharpeners | |

normal classroom setup | |

I can more fully understand and use mathematical vocabulary and concepts including geometry, algebraic patterns, numerical relationships, and measurement. I can follow a set of pre-written instructions to reinforce these mathematical concepts. I can use various tools (rulers, levels, tape measures) to measure, align, or orient their work. | |

In this workshop, students will gain an understanding of Islamic art and how the artists created geometric patterns using simple tools: a ruler, compass and grid paper. Through a series of activities, students will recreate these patterns using design principles and techniques that reinforce understanding of angles, shapes, symmetry, transformations and other geometric principles. The workshop begins with a review of Islamic Art and a discussion of what makes it unique and interesting. We then move on to analyzing the shapes and angles in the artwork to identify the types of angles and geometric shapes, types of symmetry and transformations. Next, students try their hands at creating Islamic patterns using a number of templates and designs. They learn to construct a typical Islamic pattern and then color it using their own creativity. The workshop ends with a display of all the completed patterns and a discussion of what inspired the artwork. Students are asked to present their work and explain what methods were used to create the artwork. | |

Assistance during the workshop. | |

## Grade 6 |

CCSS.MATH.CONTENT.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. |

CCSS.MATH.CONTENT.6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. |

Visual Arts: Creating: Anchor Standard #1. Generate and conceptualize artistic ideas and work. Combine concepts collaboratively to generate innovative ideas for creating art. |

Visual Arts: Responding: Anchor Standard #7. Perceive and analyze artistic work. Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions. |

## Grade 7 |

CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |

CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |

Anchor Standard #7. Perceive and analyze artistic work. |

Anchor Standard #3. Refine and complete artistic work. |

## Grade 8 |

CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations: CCSS.MATH.CONTENT.8.G.A.1.A Lines are taken to lines, and line segments to line segments of the same length. CCSS.MATH.CONTENT.8.G.A.1.B Angles are taken to angles of the same measure. CCSS.MATH.CONTENT.8.G.A.1.C Parallel lines are taken to parallel lines. |

CCSS.MATH.CONTENT.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |

Anchor Standard #7. Perceive and analyze artistic work. |

Anchor Standard #3. Refine and complete artistic work. |