PATTERN PROJECT 1
Computer Graphics
Grade Levels: 9, 10, 11, 12
Author: Erin Day

Project Summary
Students will be introduced to the Adobe Illustrator program by learning how to create patterns. The project will begin with a slide show of artists and designers who use patterns in different ways. I teach the students how to make shapes and create motifs using Adobe Illustrator. Students will experiment with color, placement, and scale and create 3 original patterns. The project will end with a display of the students’ work and a discussion about what they learned about Adobe Illustrator and the elements and principles of design.

Course Throughline
How can I learn to make informed design decisions and use the appropriate type and image combinations that effectively communicate my message to the intended audience?

Enduring Question
How can I use repetition to create a well-balanced composition?

Essential Questions
-How can I use overlapping shapes to create a unique pattern?
-How can I experiment with scale, and use it to find and create interesting motifs?
-How can I use color and value to create contrast among the shapes in my pattern?

Learning Objectives
-Students will learn how to use Adobe Illustrator to overlap and arrange shapes.
-Students will learn how to scale individual objects and whole patterns using the scale tool in Adobe Illustrator.
-Students will learn how to change the color and transparency of shapes within Adobe Illustrator.

Materials
Computers, Adobe Illustrator, Paper, Printer.

Vocabulary
Repetition, Shape tool, Color, Swatches, Mirror, Arrange, Transform, Group, Scale.

Artists
Andy Warhol, James Cambronne, Jasper Johns, Laylah Ali, Ellen Gallagher, Paul Klee, Yinka Shonibare, Do-Hoh Suh.

Studio Habits of Mind
Develop Craft, Stretch and Explore, Envision, Express, Engage and Persist, Understand Art World.

Massachusetts Visual Arts Standards
1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools. 1.10 Use electronic technology for reference and for creating original work. 1.11 Explore a single subject through a series of works, varying the medium or technique. 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools. 2.12 Apply knowledge of color theory to a project focusing on the use of grades complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface. 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others Examples include: line as edge treatment and in patterns; color temperature, mass and volume as functions of color, size, perspective; negative space; visual and surface textures. 2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems. 2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood. 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas. 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary. ­­­7.5 Analyze how the arts and artists are portrayed in contemporary newspapers, magazines, films, and electronic media.

Procedure

Day 1
Lecture: I show the students a slide presentation of artists who use patterns in different ways. The slide show also includes images of commercial patterns and textile design.

Demonstration: I teach the students how to open the Adobe Illustrator program. I show them how to use the shape took to create simple forms. I teach the students how to adjust the shapes color, size, transparency and placement. I show the students how to drag their motif into the swatches palette and teach them how to apply their pattern to a section of the page. I teach the students how to and change the scale of their pattern, and tell them to consider creating a new pattern from the scaled up or down version of their original design.

Students at Work: Students work on their designs. I walk around the room and help individual students and groups of students.

Day 2

Students at Work: Students work on their designs. I walk around the room and help individual students and groups of students.

Day 3

Students at Work: Students finish their projects in the beginning of class. I walk around the room and help individual students and groups of students.

Critique: Students hang their designs and we discuss what they learned about the illustrator program and the principles of design such as shape, overlap, repetition, size, color, value, placement, and scale.

Assessment
Each question is worth 1/4 of the final grade. The teacher addresses the questions and responds to each student in writing.
-Students will learn how to use Adobe Illustrator to overlap and arrange shapes.
-Students will learn how to scale individual objects and whole patterns using the scale tool in Adobe Illustrator.
-Students will learn how to change the color and transparency of shapes within Adobe Illustrator.
-Did the student participate in the group discussions and offer constructive advice that goes beyond, “I like…” statement?