How are spatial relationships represented in South Asian design?
South Asian designs will be explored in a variety of ways to meet grade specific learning standards:
Finding the Math in South Asian Design (DOCX | 9 MB)
Finding the Math in South Asian Design (PDF | 5.8 MB)
Using a search term and viewing the Images tab will provide a great variety of visual examples of South Asian design.
Swastik Rangoli Kalakar Group
Fun Learning Workshops
Start by explaining to students that visual patterns are constants in our daily lives.
Those swirls you doodled on your notes are a perfect example of using patterns to create a design.
If we take a closer look, we can find mathematical properties in many different types of art and design from cultures around the world.
We’ll be looking at South Asian designs, and you might be familiar with some of the shapes and patterns we’ll be discussing.
Using a projector, share images of various South Asian designs (from table above). Ask students to identify different shapes and repeated patterns. It’s helpful to bring objects with South Asian designs on them into class too, if possible. Textiles are a good source. Students may also have examples to bring to class.
Introduce students to the 2-D Transformations (.pdf) resource.
Have students work in small groups to find examples of each type of transformation and symmetry in the online South Asian design resources. Students can take screen shots or photos to save their examples.
Each group creates a presentation (using PowerPoint or Prezi, etc.) to collect and label their examples.
Each group looks at another group’s presentation and discusses the examples. A student and teacher co-created rubric could be used to peer assess the presentation.
Using a computer and projector, show students a variety of images of South Asian architecture. You may choose to show images from the site: 15 Famous Buildings from South Asian Countries however the site has ads, so is not ideal to share with students directly.
Searching on the term South Asian Architecture and viewing the ‘image’ tab will also provide a wealth of buildings to share with students.
Discuss with students what common shapes they see in the buildings (prisms, pyramids, cylinders, circles, etc.).
Using a projector, share images of various South Asian designs (in table above). Have students discuss where designs such as these can be found (carpets, fabric, tiles, jewellery, tattoos, wall murals, product labels, etc.)
Have students create a coloured tessellation that includes at least two of the transformations: translation, reflection, rotation.
Distribute graph paper and scissors for students to use to plan their design. (The design challenge could also be done using drawing software on a computer.) Students will need to experiment before creating and colouring their final design.
Students create and colour their final design on a new piece of paper.
Students exchange their designs with each other. Each student explains the transformations they used in their design.
Designs could be peer or teacher assessed by a co-created rubric.
Working individually or in small groups, students choose a building from South Asia to model. They can search on the building’s name for images and information on the building. Some suggestions are below.
Hand out graph paper for students to draw different views of the building (all four sides and the top). If measurements are not available, students may estimate.
Students then draw nets for the building. They may choose to do so in sections for complex buildings. Students may need to simplify some of the building’s features to known shapes (prisms, pyramids and cylinders) in order to draw their nets.
Students exchange their drawings with each other.
Drawings could be peer or teacher assessed using a co-created rubric.
Students will create a design and recreate it at a different scale. It could be much larger for a wall mural, or much smaller for a henna design.
Have students find a South Asian design they’d like to use as inspiration for this challenge.
Distribute graph paper for students to use to plan their design. (The design challenge could also be done using drawing software on a computer.) Students draw out their design on the paper, filling the 8.5” x 11” sheet.
Students determine what the design will be used for (wall mural, landscape arrangement, henna or jewellery design, etc.) and the final size it will need to be. It should be at least twice as large or half as small as the original drawing.
Students draw out their design at the appropriate scale.
Students exchange their two drawings with each other.
Have students explain, verbally or in writing, their processes from analysing and designing to creating to presenting. They could address questions such as:
Students cut out their nets to create a 3-D version of their building. Suggested buildings:
As an ADST option, students could create their designs in henna, paint, metal or other materials.
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