sign in sign up
<<
Home , Mathematics and art

in the classroom: Islamic

In the first of a series of articles, Charlotte Webb explores the links between mathematics and art.

recently discovered a new passion that combined For students, deciphering the steps that lead to my interests in mathematics and art. Joining finished is a mathematical puzzle to be I an class in the Jewellery Quarter in solved. Constructing Islamic geometric designs uses Birmingham has inspired me to further explore the whilst offering the opportunity to hone links between mathematics and art, leading to running construction skills. To construct the patterns using a workshop at the joint ATM/MA conference in 2019, traditional methods, students need to work accurately on using art in the mathematics classroom. I have with a ruler and pair of compasses to create these, also had the opportunity to work with young students often intricate, geometric designs. For younger on mathematics inspired by Islamic geometry at the students, simply sharing some of these designs can Royal Institution and at the Northern Ireland Science spark discussions on types of , recognising Festival. polygons and transformations. For me, mathematics and art are intrinsically linked. Activity 1: Investigating From discovering the in Leonardo Di The first activity uses the ATM MATs (see Figure 1) Vinci’s to noticing the geometrical shapes to explore regular and semi-regular tessellations as a and tessellations in M. C. Escher’s Metamorphosis, I precursor to working on Islamic patterns. I use this as can find underlying mathematics throughout the art a first activity for this cross-curriculum topic, offering world. Yet, as a classroom teacher of mathematics, students the opportunity to manipulate regular I often felt that my students believed being artistic polygons and explore which shapes will tessellate and mathematical were mutually exclusive traits. regularly or semi-regularly. Students can work One particular comment from a 15-year-old student together (see Figure 2) to test their conjectures (see stuck with me, “I’m not good at maths, I’m a creative Figures 3 and 4) and convince others in the class that person”. As someone who enjoys both mathematics there are only three regular tessellations and eight and art, I wanted to break down this myth with my semi-regular tessellations. Challenges I set include: students. 1. Can you find all the regular tessellations? How In this article, I will explore some of the many ways can you be sure? we can use inspiration from the Islamic art world 2. Can you find all the semi-regular tessellations? to inspire students to work collaboratively, develop Write down any conjectures you have. geometrical reasoning and improve their skills with 3. compass constructions. 4. Can you explain why some regular polygons will tessellate and others will not? Islamic geometric designs can be found in mosques, madrasas and palaces around the world. From the palace in Granada to the Friday Mosque in Isfahan, geometric compositions can be found on buildings, ceramics, metal-work, coins, and , demonstrating the huge variety of skills needed by the craftsmen who created these patterns. These designs combine elements of mathematics, art and history. Learning about the origins of these incredible architectural masterpieces and the techniques used by ancient craftsmen, offers students the opportunity to discover mathematics in Figure 1: ATM MATs. a cross-curriculum setting.

20 December 2019 www.atm.org.uk Art in the mathematics classroom: Islamic geometry

Figure 2: Students exploring tessellations using ATM Figure 4: Students working together to collect MATs. evidence for their conjectures. Islamic Geometry: Basic design principles Patterns found in Islamic geometric art are based on underlying grids of tessellating polygons. Many of these designs fall into three categories: four-fold, five-fold (see Figure 5) and six-fold patterns, based on the numbers of sections into which a circle has been divided in order to create the .

Figure 3: Students recording their conjectures on a common board. Further discussions can lead to understanding why some polygons will tessellate and others will not, comparing hexagons and pentagons for example. This can be a useful introduction to interior angles of polygons and an opportunity to review the angle sum Figure 5: An example of a five-fold Islamic pattern. around a point. The simplest, and most common, Islamic art patterns I find this activity to be an excellent vehicle for are based on the three regular tessellations (see encouraging collaborative learning through using a Figure 6): squares (four-fold), hexagons and triangles common board for conjectures and inviting students (six-fold). In these articles I will suggest activities for to work in pairs or threes to test conjectures and students based around four-fold and six-fold patterns. collect evidence to either support or disprove these. Using the ATM MATs means that the activity is accessible to all students and classroom discussions can support them in developing mathematical thinking through understanding the importance of explaining their reasoning. In my view, developing a conjecturing atmosphere where students ask questions and do not accept answers without evidence, is the first step in demonstrating to students that mathematics can be Figure 6: Based on Eric Broug’s (2016, p 21) creative. “geometric family tree”

December 2019 www.atm.org.uk 21 Art in the mathematics classroom: Islamic geometry

Fourfold patterns This family of patterns is based on squares, octagons and multiples of those. The underlying grid for four- fold patterns is built from five overlapping circles, as shown in Figure 9.

Figure 9: Constructing an octagon from the five overlapping circles grid. 2. Look carefully at the 8-pointed star. Focus on where the lines meet with relation to the octagon. Add these lines to the octagon to create the 8-pointed star (see Figure 10).

Figure 7: An example of a fourfold pattern, featuring irregular 5-pointed . Activity 2: Collaborative four-fold wall These instructions allow your students to create a fourfold pattern. 1. Start with an octagon, either constructed from five overlapping circles as in Figures 8 and 9, or using a printed template. Make sure all the Figure 10: An 8-pointed star within an octagon students start with an octagon of the same size 3. By adding in additional “channels”, create the so the tessellation will work. inner 8-pointed star (see Figure 11).

Figure 11: An inner 8-pointed star. Students can decorate their patterns and add them to a tessellation wall. It can help to use contrasting Figure 8: Creating the five overlapping circle grid. coloured backing paper (see Figure 12).

22 December 2019 www.atm.org.uk Art in the mathematics classroom: Islamic geometry

with using a ruler. The collaborative of this activity means that students can work at their own pace, without feeling pressure to finish in time. Simple designs look just as effective as the more elaborate patterns. Students who finish their star quickly can add elaborate details, using for example, or they may choose to create multiple stars. Giving students coloured or patterned paper can take away the pressure of having to add decorations for any students who is finding that challenging. Figure 12: Students adding their 8-pointed stars to Importantly, the overall effect of the tessellation wall the collaborative tessellation wall. (see Figure 14) can be appreciated by all the students The first thing to note is that strictly speaking this is not and each can feel proud that they have contributed to a tessellation. The students are making the 8-pointed a larger piece of work, consolidating the feeling that stars and the crosses that make up the tessellation the classroom is a collaborative learning environment are represented by the spaces left behind on the and making a beautiful classroom or corridor display. coloured backing paper. You may prefer to create both stars and crosses so that the collaborative piece is a complete tessellation; the same template can be used as removing four squares (shown in blue) leaves the required cross (see Figure 13).

Figure 14: A completed fourfold tessellation wall display. Next issue I will describe how to create six-fold Figure 13: Removing squares. patterns. I do think that using backing paper allows the students With thanks to my art teacher and artistic inspiration star designs to stand out (and makes a great display!) Hasret Brown (http://www.hasretbrown.com/) who but it is important to emphasise that, mathematically, helped me to reignite my passion in mathematics a tessellation has no gaps. and art. Thanks also to Samira Mian (https://www. You may think that this exercise is simply a teacher-led samiramian.uk/) whose online courses have enabled exercise, with students following specific instructions me to continue exploring Islamic art patterns. to create the desired effect. When using this with References students, however, I have found that giving them the image of the completed pattern and asking them Broug, E., 2016. Islamic geometric design. Thames to work out which lines they need to add, firstly to & Hudson. the octagon and then to the 8-pointed star, involves I would love to see what you and your students create; both careful observation and problem solving. The please do share your work (charlotteemmaweb@ students first need to identify how the additional lines gmail.com, Twitter: @WebbMaths). relate to the octagon, and then the star, then they have to apply this to their own drawing. This exercise Charlotte Webb is a lecturer in mathematics is also a good way for students to practise accuracy education at the Open University.

December 2019 www.atm.org.uk 23 The attached document has been downloaded or otherwise acquired from the website of the Association of Teachers of Mathematics (ATM) at www.atm.org.uk Legitimate uses of this document include printing of one copy for personal use, reasonable duplication for academic and educational purposes. It may not be used for any other purpose in any way that may be deleterious to the work, aims, principles or ends of ATM. Neither the original electronic or digital version nor this paper version, no matter by whom or in what form it is reproduced, may be re-published, transmitted electronically or digitally, projected or otherwise used outside the above standard copyright permissions. The electronic or digital version may not be uploaded to a website or other server. Any copies of this document MUST be accompanied by a copy of this page in its entirety. If you want to reproduce this document beyond the restricted permissions here, then application must be made for express permission to [email protected] exception to the above is for the original author(s) who retain individual copyright.

ATM is a not for profit professional teaching association. The majority of funding used to produce and prepare the MT journal is procured through our membership subscriptions.

Mathematics Teaching does not seek to conform to an ‘official’ view on the teaching of mathematics, whatever that may be. The editorial board wishes to encourage contributors to express their personal views on the teaching and learning of mathematics.

ATM is an association of teachers in which everyone has a contribution to make, experiences and insights to share. Whether practical, political, philosophical or speculative, we are looking for articles which reflect on the practice of teaching mathematics. We aim to publish articles that will be of interest to the breadth of our membership, from the Foundation Stage to Higher and Further Education; as well as a balance between those derived from research and from practical experience. Submitted articles are accepted for publication based on their clarity, topicality, the extent to which they reflect upon knowledge and understanding of mathematics teaching and learning, and their contribution to inspiring further development and research.

Join ATM at any time and receive twelve months of membership, including instant access to member discounts and resources. Spread the cost and pay in ten monthly instalments. Membership Includes:

 Five copies of the ATM journal Mathematics Teaching (MT)  A 25% discount on all shop items  Considerable discounts at the hugely popular annual ATM conference  Electronic access to thousands of online MT journal articles  Access to all online member-only resources  Professional support and enrichment – being part of a community where ideas are generated and shared  Regular ATM e-newsletters, containing current news and activities  A network of local branches offering regular meetings  Accreditation - ATM is proud to offer members the opportunity to apply for the CMathTeach Designation, making ATM membership the route to Charted Mathematics Teaching status  Influence and having a voice - eligibility to vote on resolutions that shape the direction of ATM