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

Project Summary
Students will be introduced to the rich history of pattern design. Past and present patterns will be explored and discussed, as well as the role of pattern in politics, society, and art. A unique feature of a pattern is its ability to adapt. Students will create an initial pattern then experiment with scale and color to create additional patterns that showcase adaptability. The project will end with a display of the students’ work and a discussion about what they learned about the historical and contemporary uses of pattern design, the adaptability of graphic arts, Adobe Illustrator and the elements and principles of design.

Course Throughlines
-How does graphic design shape our view of the world?
-What are the social, political, historical and contemporary uses of graphic design?

Enduring Question
How can I learn to make informed design decisions and effectively communicate my message to the intended audience?

Essential Questions
-How can my understanding of the historical and current uses of pattern design influence my motif?
-How can I experiment with scale and color to change the presence of my pattern?
-How can I explain my working process to a group and give useful feedback to a peer?

Objectives
-Students will develop an understanding of how pattern design was used in the past and is being used in the present.
-Students will develop the ability to use Adobe Illustrator to overlap and arrange shapes, scale individual objects and whole patterns, and change the color and transparency of shapes.
-Students will begin to develop their ability to speak about their artwork and give feedback to other students.

Materials
Computers, Adobe Illustrator, Paper, Printer.

Vocabulary
Adaptability, Motif, 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, Johanna Basford, Images of historical and contemporary textile and decorative pattern design.

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 featuring social, political, historical, and current images of patterns being used across a variety of disciplines and industries. I tell the students that their pattern should be inspired by past or present pattern design, and that they will have time to research after the slide show. They are of course welcome to use one of the artist’s featured in the presentation, but will be required to research a bit deeper.

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 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 experiment with program. I walk around the room and help individual students and groups of students.

Homework: Students spend 20 – 30 researching patterns. They can go online, take a walk, look around their room or house, etc. They just need to find a pattern or image to be inspired by.

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

Day 4

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 historical and contemporary pattern design, the adaptability of graphic arts, Adobe Illustrator and the elements and principles of design.

Assessment

Each question is worth 1/3 of the final grade. The teacher addresses the questions and responds to each student in writing.

-Is the student able to explain how their motif was influenced by a historical or contemporary use of pattern design?

-Did they student experiment with color and scale and create multiple versions of their pattern?

-Did the student participate in the group discussions and offer constructive advice that goes beyond, “I like…” statements?