4.8.2.3.2. Art-Making Activity: 'Pattern Language Development'

Students choose a natural phenomenon (e.g., crystal growth, cloud formations, geological strata) or a cultural pattern tradition. They analyze its 'system' or rules for pattern generation.

In this part of the activity, students must select either a natural occurrence or a culturally significant pattern tradition. They should examine how patterns are formed in nature or according to cultural rules. For instance, when looking at crystal growth in nature, students observe that crystals grow in specific shapes and structures following certain geometric principles. Alternatively, if they choose a cultural pattern like Islamic geometric art, they will need to investigate how these patterns are created through specific mathematical and aesthetic rules. This analysis will serve as the foundation for their creative work.

Imagine a gardener who observes how a specific flower blooms. Over time, they notice that the petals open in a particular way – there’s a pattern to it. Just like the gardener learns to recognize the process, students will learn to identify and analyze these natural or cultural patterns to understand how they can be replicated in art.

Then, they create a series of abstract visual 'vocabulary' elements (lines, shapes, motifs) inspired by their chosen source, developing at least three distinct patterns using these elements.

After selecting a natural phenomenon or cultural tradition, students will begin to translate the rules and characteristics they have observed into abstract visual forms. They will develop a series of elements such as lines, shapes, and motifs that embody the essence of what they studied. For example, if they focused on cloud formations, they might create soft, wavy lines to represent the flowing shapes of clouds, or if they chose Islamic patterns, they might incorporate geometric shapes that represent the intricate designs found in monuments. Finally, students will compile these elements to create at least three unique patterns.

Consider a musician composing a new song. They might start with a few notes or melodies they've heard before but twist them into something original. Similarly, students are taking familiar elements from their natural or cultural explorations and transforming them into new visual expressions that reflect their creativity.

Factual Inquiry Connection: How are patterns across disciplines created through systematic repetition, transformation, or algorithmic rules?

This segment prompts students to reflect on the overarching concept of pattern creation across various fields. Patterns aren’t unique to art; they can be found in mathematics, music, nature, and even virtual systems. Students are encouraged to think systematically about how patterns develop through repetitions, whether it's natural cycles like seasons, mathematical sequences such as the Fibonacci series, or musical scales. By linking this inquiry to their art-making, students will see that their abstract designs are part of a larger continuum of pattern generation.

Think of the cycles of the moon: its phases repeat every month, creating an easily recognizable pattern in the night sky. In music, notes repeat and transform to create melodies. Just as one might analyze the sound patterns in music or the visual patterns in nature, students will learn to recognize the similarities in their abstract art.

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