How did pattern-master M.C. Escher create his artwork? How did Islamic artists create infinite, complex patterns that seem to continue on forever? It's not as impossible as it looks! Tessellations, the interlocking, repeated patterns, are behind the magic.

Tessellations elicit wonder in their complexity. In this camp, we'll demystify (somewhat!) how they work by reviewing some ways in which we can create tessellating pattern pieces that create amazing repeating interlocking patterns. There are many variations to explore! We will start the first class by discussing what tessellations are and looking at examples. After that, students will dive into creation (By the way, the tessellation in the class photo is a glide reflection, created by a 7yo!). 
Please note: students won't always finish full decorated tessellation pages in class, depending on how complex they choose to make their decoration. Since we will only cover one type of tessellation per day, at the very least they should finish tracing their pattern on an entire page, but they may not finish coloring/completing the decoration that day. Day 4 can be a work day to finish those tessellations, should students wish to focus on that, but on day 4 I will *also* discuss some other ways that students can create tessellations.

(Please note: this is more art than math! Although I'll be mentioning some geometry terms as we go, and tessellations can't work without geometry, this is an art-making camp more than anything else.)

WHAT WILL LEARNERS DO IN THIS CAMP?
The general outline for the 4 days is (I may shift this around a bit based on group speed and dynamic):
Day 1: Introduction to tessellations. Create a piece based on the concept of translation.
Day 2: Glide Reflection
Day 3: Rotation
Day 4: Finishing up, and/or variations. On this last day, students may choose to bring unfinished work they started on prior days.  days. However, I will also demonstrate and discuss some variations of what they've learned, which they may choose to try!
As mentioned, we will have a longer intro during the first session before we get to work and so will do the least finished artwork on day 1. On days 2-3, we will start with a much quicker overview before we start our projects - reviewing one or two examples of art created using the types of tessellations we will make that day, and then getting right to work! 
(NOTE for those who have taken the introductory class with me prior to mid-July 2020: you will have already done basic translation, rotation, and gotten a quick introduction on how to do a glide reflection either in class or through directions I posted in the classroom. If you've already done these, you are welcome to join again and create more complex versions - I can suggest variations for you.) 

WHAT IS MY TEACHING STYLE?
I strive for interactive classes - when I show PowerPoints I don't lecture, but ask students what they notice. For demonstration, I'll use a document camera on my hands, as well as PowerPoint examples, to show clearly, step-by-step, what I am doing (initially - until students take off running on their own). I check for comprehension repeatedly along the way. I love seeing student work during and after class - I'll ask students to share (but never insist), and spotlight them so all their classmates can see!

MATERIALS REQUIRED: students must come to class with 3"X3" square pieces of cardstock (or similar) - most days, only squares (so, you'll have to pre-cut those. We'll go through one to two each day) - but later, maybe hexagons (I'll provide a pattern). They'll create their tessellation pattern pieces with those pieces, which they'll then trace them onto a sheet of paper (8.5"x11"/A4 or larger) to create a full pattern. 

Please see the "learner supply list" for a more thorough materials list, so your student comes to class ready to go (for those registered, I will post to the classroom exactly what you need to bring, and when)!

TWO OUTSCHOOL RULES OF NOTE:
-Although siblings are welcome to share computers, all learners attending the class need to be enrolled.

-I must verify your learner *visually* when class starts. Please ensure your webcam is functioning so that I can verify your student's participation. (I greatly prefer and request that students keep their cameras on after verification. I can't accurately gauge student involvement or comprehension if all I'm seeing is a black box with a name in it!)