21st Century Skills: Collaboration

One of the 21st century skills I believe has not been well developed is collaboration, especially across subject areas. Subjects are mostly taught in isolation, but they leave little room for interdisciplinary skills. In my experience, students often would become confused, surprised or have a look of disdain when teachers introduce other subject skills into another subject. It seems like they are saying, “I didn’t know you could do math in art” or if they disliked math, “Why do we have to do math in art?”

In my previous school we did try to explore ways to help students not to compartmentalize their learning and to see that many of the skills they are learning are embedded in all subjects, and it is for a rounded education experience necessary for life skills.

Technology can certainly help to facilitate collaboration as we have seen. We have tools that can help in project planning, creative design, online cross curricula resources that show the connections between various subjects. All of which are available in the cloud.

However, there can be drawbacks to this concept. Coordinating lessons across departments takes a lot of time. Assessment models will need to incorporate rubrics for working together but also individual input. Project work may need space, digital tools and materials that schools may not have access to.

Tessellations – Lesson Plan

Mathematics (Geometry) & Visual Arts
Topic: Tessellations and Transformations

Learning Objectives

Define and identify tessellations and the types of transformations involved (translation, rotation, reflection).

Create a tessellation using geometric transformations.

Analyze the mathematical structure behind artistic patterns.

Steps

Show famous examples of tessellations, such as M.C. Escher’s artwork. Discuss how math and art intersect in these patterns.

Define tessellation and review transformations.

Show how regular polygons (e.g., triangles, squares, hexagons) tessellate in nature.

Students experiment with drawing basic tessellating shapes.

Add color and detail to transform geometric patterns.

Have students present or participate in a gallery walk to view other students’ designs.

Reflection Questions

What is a tessellation? Can you explain it in your own words?

What shapes did you use to create your tessellation? Why did you choose them?

Was it easy or difficult to make your shapes fit together without gaps or overlaps? Why?

What patterns did you notice as you worked on your tessellation?

How do tessellations relate to math and the real world? Can you think of any examples you’ve seen?

Extension

Use digital tools for digital designs.

Explore cultural applications: Islamic art, tile mosaics, African patterns.

Extend into trigonometry or coordinate geometry by having students calculate dimensions or use coordinates for transformations.

 


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