ART PROGRAM

PATTERNS IN ART

STAGE 3
OUTCOMES VAS3.2
VAS3.3
VAS3.4
INDICATORS - focuses on details of subject matter and areas of interest
- selects and explores subject matter that is outside their own
experiences
- seeks to investigate traditions in artmaking
- have intentions about their artwork that helps them make
decisions regarding choices in style, colour and size
- expresses opinions about symbolism and its part in their own
lives
SUBJECT
MATTER PATTERNS IN ART
FORMS Drawing, Painting, Printing, Collage
RESOURCES VISUALS: tapa cloth and tapa designs, various boteh patterns,
teachers own Persian carpets
MATERIALS: oil pastels, watercolour paints, acrylic paints,
Artline pen, collage materials including coloured cottons and
buttons, cardboard, artpaper
APPRECIATION - talks about the meaning of the artwork and the cultural
significance of the symbolis
- recognises art terms eg. Symbolism, tapa, boteh, design
- sees themselves as artists following in the traditions of others
PERSPECTIVES Multiculturalism, Cultural practices
LINKS History, Events of community significance

ASSESSMENT Students were able to:

- investigate other traditions and use them in their own
artwork
- identify qualities of symbolis
- manipulate media to represent certain qualities
- see themselves as artists following other ethnicities and
styles of artmaking
LEARNING EXPERIENCES

STAGE 3
SUBJECT MATTER: PATTERNS
IN ART

1. AMULETS DURATION: Three Lessons

Students will-
- observe and discuss teachers collection of middle eastern amulets
noting triangular and diamond shapes, earth colours ,use of found
material, overlaying, tassles and extensions
- discuss the meaning and use of amulets as good luck charms
- make quick sketches of three of the amulets with notes on colour
- sort through collected collage material to collect colour and patterns
that they may use
- on a large piece of artpaper choose parts of their three drawings to
combine into the one amulet. Collage the materials
- use repeat patterning and stay within a limited colour range
- add threads and tassle materials to hang from the amulet
- use another media eg. artline pen to add detail if necessary

Date Completed Revised / Extended / Comment

2. PERSIAN RUGS DURATION: Three Lessons

Students will-
- observe and discuss teachers collection of Persian rugs, gabbeh and
salt bags noting the border designs, symbols used, middle field
design, colours and patterns, use, and the obligatory ‘mistake’
- sit around the rugs discussing the quality of design and the impact that
the wool has on it causing a lack of precision
- use pencil and paper to draw some of the symbols in the field
- draw on artpaper with black oil pastel a section of border design
around a section of field – students will take parts of their design from
different rug sources
- use a limited palette of colour oil pastel to fill all areas of white on the
artpaper
- delineate areas of the design with black oil pastel if necessary
Date Completed Revised / Extended / Comment

3. BOTEH DESIGNS DURATION: Two Lessons

Students will-
- listen to the historical journey of the boteh design from Persia to
mughal India then to the Scottish mills and finally known and used as
the contemporary paisley pattern
- view a range of boteh designs on cloth, henna mehindi hand painting,
paper and in artwork
- discuss the design from its simple state of a teardrop to a complex
decorated pattern
- use a scrap of colour photocopy on art paper to extend and repeat the
design in artline pen
- extend the design to the edges of the page and repeat elements of it
indifferent sizes
- choose 2 of the colours on their scrap and use coloured pencil to
extend those areas

Date Completed Revised / Extended / Comment

4. TURKISH TILE JIGSAW DURATION: Two Lessons

Students will-
- be given a cut up section of an photocopy of an actual Turkish tile
panel (the print is cut up into equal sections for each class member)
- discuss the mathematical principles needed to enlarge the piece and
then refit it back together again
- use a large sheet of artpaper in proportion of shape to the photocopy
scrap, with a black oil pastel enlarge the design area
- colour the work in the same way as their scrap using watercolour
paints and fine brushes
- note that two different blues are used and use the light and dark
accordingly
- write on the back of their artwork the corresponding number that is on
their scrap
- as a class put the work back together to form an enlarged tile pattern
- discuss ‘appropriation’ of another artists work and the ways we have
changed the original

Date Completed Revised / Extended / Comment