Download Geometric Design in Islamic Tile

Geometric Design in Islamic Tile
Submitted by : Katherine McKie
Grade level: 6-8 (can be adapted for
higher and lower grades)
Time frame: 4 - 55 minute sessions
Curricular Connections: ​ Visual Arts,
Social Studies, Math, Science & Language
Arts
Overarching Theme: ​In Islamic art the
geometric figure of the circle represents the
primordial symbol of unity and the ultimate
source of all diversity in creation. The
natural division of the circle into regular
divisions is the ritual starting point for many
traditional Islamic patterns. Clay is a natural
resource that has been used for functional and artistic purposes throughout history, as early as ancient
times. One popular use in Ancient Islam was to decorate floors, walls, ceilings and other surfaces with
colorful and intricate tiles. Many of the complex patterns were created using simple geometric shapes,
where repetition, rotation and reflection further emphasize the complexities. When we look closely at this
work, we can learn a great deal about the math, science, and cultural differences of Islam and how these
designs still continue to inspire and influence art and society.
Overview: ​Students will study examples of Islamic architectural and decorative surfaces created as early
as ancient times. Through careful observation, students will be able to identify some of the primary
characteristics of Islamic geometric decoration. Students will learn how these intricate designs were created
with almost exact precision without the aid of sophisticated tools. Students will be instructed how to create a
unique tile design that incorporates the characteristics of Islamic tiles. Designs will be drafted on paper
using pencil, ruler, and compass. Then, students will be given the opportunity to work with clay in creating
their tile designs. Through this process, students will explore reasons why geometric designs were
prevalent, and what kind of influences helped shape Islamic art and culture. This lesson will also provide an
opportunity for students to explore geometry concepts and skills in a purposeful way, as well as gain an
understanding of clay as a natural resources, and what kinds of environments are well suited as a source
for clay.
Guiding Questions:
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Why do you think much of the Ancient Islamic art is made up of geometric designs?
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Can you think of other objects/artifacts that incorporate repeated geometric shapes in design?
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What are some of the math concepts you can identify in this work?
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What role does earth science play in this project?
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What happens when dried clay is exposed to the extreme heat from a kiln?
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Can you create a list of things that influence the art we make?
Stage I: Identify Desired Results - ​What do we want students to know, understand,
and be able to do?
National Core Visual Arts Standards:
Grade 6:
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VA:Cr2.1.6a - ​Demonstrate openness in trying new ideas, materials, methods, and approaches in
making works of art and design.
​VA:Cr3.1.6a - ​Reflect on whether personal artwork conveys the intended meaning and revise
accordingly.
​VA:Re.7.1.6a - ​Identify and interpret works of art or design that reveal how people live around the
world and what they value.
VA:Cn.11.1.6a - ​Analyze how art reflects changing times, traditions, resources, and cultural uses.
Grade 7:
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VA:CR1.2.7a - ​Develop criteria to guide making a work of art or design to meet an identified goal.
VA:Cr2.1.7a - ​Demonstrate persistence in developing skills with various materials, methods, and
approaches in creating works of art or design.
VA:Cr.3.1.7a - ​Reflect on and explain important information about personal artwork in an artist
statement or another format.
VA:Re.7.1.7a - ​Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.
VA:Cn.11.1.7a - ​Analyze how response to art is influenced by understanding the time and place in
which it was created, the available resources, and cultural uses.
Grade 8:
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VA:Cr2.1.8a - ​Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art making or designing.
VA:Cr3.1.8a - ​Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or
design in progress.
VA:Cn11.11.8a - ​Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
Common Core Math:
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
4.
5.
6.
7.
8.
others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Grade 6 Geometry:
● Solve real-world and mathematical problems involving
area, surface area, and volume.
Grade 7 Geometry:
● Draw, construct and describe geometrical figures and
describe the relationships between them.
Solve real-life and mathematical problems involving angle
measure, area, surface area, and volume.
Grade 8 Geometry:
● Understand congruence and similarity using physical models, transparencies, or geometry software.
National Science Standards – Grades 6-8
MS-PS1-2 Matter and its Interactions
Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.
MS-PS1-3 Matter and its Interactions
Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
MS-PS1-4 Matter and its Interactions
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
MS-PS1-6 Matter and its Interactions
Undertake a design project to construct, test, and modify a device that either releases or absorbs
thermal energy by chemical processes.
Common Core ELA Standards:
Range of Writing:
● CCSS.ELA-LITERACY.WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Massachusetts Curriculum Frameworks, History and Social Sciences (6-8)
WA.2​ Use a map key to locate countries and major cities in the Middle East.
​WA.5​ Describe major ethnic and religious groups in various countries in Western Asia
WHI.1​ On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace
the course of its expansion to 1500 AD.
WHI.2​ Describe significant aspects of Islamic belief.
WHI.5​ Analyze the influence and achievements of Islamic civilization during its “Golden Age.”
Understandings:
Students will understand that:
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Geometric tiles were used to decorate palaces and places of worship, and these designs influence
many of the designs that surround us today.
Decorative tiles were used as far back as ancient times and are still a widely used decorative art
Geometry was first developed by the Ancient Greeks (Euclid and Pythagoras), these discoveries
had a significant influence on how Islamic tile was created and used.
Muslims advanced the study of mathematics, one Muslim scholar named al-Khwarizmi is called ​“the
father of algebra”
a ruler and a compass were the only tools available to create these designs using a series of circles
with the same diameter, one is able to create a repeated pattern
Students will know:
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a circle is a plane curve consisting of all points at a given distance (called radius) from a fixed point
the circumference of a circle is its total length, and the circumference of a circle equals π times its
diameter
symmetrical geometric shapes can be created by using a circle or a combination of circles with the
same circumference
The geometric concepts applied in Islamic tiles can be recognized in other cultures throughout
history.
Ceramic clay has been used to decorate spaces and objects since ancient times
the properties of clay change due to a chemical reaction that is caused when ceramic clay is fired in
a kiln
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The primary characteristics of Islamic Geometric decoration are: repetition and illusion of infinity,
symmetry, two-dimensionality, arabesque design and/or calligraphy are often incorporated,
In most arabesque designs incorporate a spiral from which the motifs and leaves sprout, inspired by
movements found in nature. There are no hard corners and the curves are sweeping and gentle.
Students will be able to:
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design a geometric tile pattern using only a compass and ruler
inscribe their tile design onto a clay slab
using underglaze, students will add the element of color to their tile
identify math vocabulary that applies to the lesson
Recognize the key components in Islamic design
The Geometric “Family Tree”
Most (but not all) patterns can be categorized into one of three families:
Learning Plan
Day 1:
Begin lesson by asking students what they remember when learning about Islamic culture in Social
Studies class
Why do you think it is important for us to understand different periods in history and different
cultures?
Images of examples of patterns and what they were used for will be presented to students
we will discuss the absence of figures in the designs, and understand the reasons why geometric
shapes and arabesque designs were only used
students will practice using a compass to create circles
we will talk about how a compass was used in ancient times
following teacher prompt, the students will begin to work on creating an Islamic tile design
Day 2:
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students will continue to work on creating a tile design on paper
examples will be provided for students to take a closer look
next, we will begin to talk about color, and how it relates to pattern
students who complete their design will be able to use colored pencils to color the tile design
Day 3:
Teacher will provide a reduced photocopy of tile design to each student
Class will begin with a discussion about clay. Where does it come from? How it can be used? How
extreme heat can cause the properties of clay to change. Ceramic clay can experience both
physical and chemical changes.
Explanation on how to use materials and tools properly, and consequences for not following
directions
After a teacher demonstration, students will cut the shape of the tile they designed, then transfer the
design on the surface of the tile (use a ruler when tracing lines)
after the shape has been cut, students will lightly scratch the surface of the clay with their name or
initials on the back side
Day 4:
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review with students best use of color, review color theory with students
explain that underglaze is what will be used to apply color to ceramic clay
students will paint their tile
students will apply a 2-3 coats of clear glaze to the tile after the underglaze has dried
Materials​:
white drawing paper
Black or other color construction paper for mounted drawings
Pencil
Colored pencils
eraser
compass
ruler
5x5 clay slab
Needle tool or other scratch tool
newspaper or construction paper to cover student desks
paint brushes
assorted colors of ceramic underglaze
Clear glaze
Resources:
Brough, Eric, ​Islamic Geometric Design, Thames & Hudson Inc., New York, 2013
Brough, Eric, ​Islamic Geometric Patterns, Thames & Hudson Inc., New York, 2013
Baumgarten, Nikolaus, ​Girih Designer - Interactive web application
Islamic Art and Geometric Design: Activities for Learning, Metropolitan Museum of Art, New York, 2004
http://artofislamicpattern.com/
School of Islamic Geometric Design - ​http://www.sigd.org
https://youtu.be/pg1NpMmPv48
VOCABULARY
Compass ​- an instrument for drawing or describing circles, measuring distances, etc., consisting generally
of two movable, rigid legs hinged to each other at one end
Circumference​ - the perimeter of a circle
Perimeter​ - the outside edge of an area or surface
Diameter​ - a straight line from one side of something (such as a circle) to the other side that passes through
the center point
Perpendicular​ - going straight up or to the side at a 90 degree angle from another line or surface
Polygon​ - a flat shape that has three or more straight lines and angles
Regular polygon​ - a polygon where all angles are equal and all sides are equal (otherwise it is "irregular")
Pentagon​ - a flat shape that has five sides and five corners
Hexagon​ - a flat shape that has six angles and six sides
Octagon​ - a flat shape that has eight sides and eight angles
Equilateral triangle​ - a triangle in which all three sides are the same length
Parallel​ - extending in the same direction, everywhere equidistant, and not meeting
Transformation​ - The movement of a figure, either a translation, rotation, or reflection
Rotation​ - The action of turning a figure
Reflection​ - The result of a figure flipped
Tessellation ​- a covering of an infinite geometric plane without gaps or overlaps by congruent plane figures
of one type or a few types
Translation ​- The action of sliding a figure in any direction
Islam​ - the civilization erected upon Islamic faith; the group of modern nations in which Islam is the
dominant religion
Muhammad​ - Arab prophet & founder of Islam
Mosque ​- a building that is used for Muslim religious services
Arabesque design​ - an ornament or style that employs flower, foliage, or fruit and sometimes animal and
figural outlines to produce an intricate pattern of interlaced lines