Exploring Islamic Design

A WebQuest for Art I and Ceramics I

Introduction

When you hear the word Islam , what do you think of?

You may think of women wrapped in burkas, dry sands, camels, and war. The truth is, there is a rich heritage full of colorful art at your very fingertips. You just have to find it!

After exploring this site, you should have a good idea of how Islamic people expressed themselves and why. This will prepare you for the task at hand....

This lesson was developed by Sheila Showers, Mary Gilley and Fadra Hepner while attending the Appalachian Rural Teachers Technology Alliance in the summer of 2003 in Boone, NC.

Learners

This lesson is geared towards secondary visual arts students grades 9-12 but could be adapted as necessary. It is intended to be used near the end of the semester when students have a feel for elements and principles of design, media, and are more comfortable with art in general. It is designed to get students more involved with the art of other cultures and should stimulate critical thinking, cooperation and creativity. This lesson also is intended to show connections between art, math and social studies. It will be used in Art I and Ceramics I during the fall of 2003.

Students will need to know the following vocabulary terms for this lesson including the elements of art and principles of design:

Positive space, negative space, symmetry-radial, approximate, formal, pattern-rhythmic vs. irregular, format, repetition, symbolism, color-analogous, complimentary, secondary, etc, arabesque, aniconism, Mosque, Islam, non-objective art........Add more as you need

Task

1. Explore the online resources to become familiar with Islamic traditions, life and art.

2. Observe the abstract and geometrical nature of Islamic art.

3. Create your own artwork influenced by traditional Islamic aesthetics.

Following are the North Carolina Curriculum Standards addressed by this unit:

COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.

Objectives

1.01 Plan and organize for creating art.

1.02 Devise and use strategies for imagining and implementing images.

1.03 Create multiple solutions in problem solving and discuss that some solutions are better than others.

1.04 Recognize and discuss that concepts and images from a variety of sources can be used to create original art.

1.05 Show how ideas develop and evolve over a period of time.

1.06 Manipulate sensory stimuli to develop perceptual awareness.

1.07 Use the vocabulary of art in written and oral form.

COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)

Objectives

2.01 Explore and discuss unique properties and potential of art materials.

2.02 Demonstrate techniques and processes for working with each art material.

2.03 Communicate and express ideas through a variety of materials and techniques.

2.05 Demonstrate the safe and responsible use of tools and materials.

COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )

Objectives

3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.

3.02 Recognize, apply and evaluate the design principles used in composition.

3.03 Use intuitive perception to solve problems.

3.04 Use experimentation to solve problems.

3.05 Use critical thought and analysis in the problem-solving process.

COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)

Objectives

5.01 Know that the visual arts have a history, purpose and function in all cultures.

5.02 Identify specific works of art as belonging to particular cultures, times and places.

5.03 Compare relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

5.06 Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)

Objectives

6.01 Describe the various purposes for creating works of visual art.

6.02 Describe how people’s experiences influence the development of specific artworks.

6.04 Explain why what is not understood is sometimes devalued.

6.08 Accept and offer constructive criticism.

COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)

Objectives

7.01 Identify connections, similarities and differences between the visual arts and other disciplines.

7.03 Read about and discuss universal themes that exist within the arts disciplines.

7.04 Compare characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

7.05 Discuss and explain how current technology impacts visual arts and other disciplines.

Process

This is intended to be a group project, but may be adapted as necessary.

Day one:

Use KWL strategy to introduce unit of study:

K	W	L
What do the students know or think they know about Islamic art and culture?	What do the students want to know about Islamic art and culture?	After lesson, what did the students learn from the lesson and what else would they like to learn?

Explain Webquest and do an overview of the assignment. Teach students how to conduct the web search using the links provided, and explain how they should record their findings.

	Divide the class into groups. Each groups will research the questions under the following headings: Background, geography, religion and culture, Islamic art and design. (First ten questions) For example: Group one answers questions 1-3, etc
	Each member of the group should be responsible for a portion of the research and participate in compiling the answers. Check frequently on groups to assure equally distributed tasks and no one is excluded.

Day two:

	Groups will report their findings to the rest of the class, essentially teaching their classmates the information they have learned.
	Review art elements and principles of design.
	Return to WebQuest and have students complete questions 11-14, using tools as previously instructed.

Day three:

	Instruct students in constructing a repeating geometric pattern that displays symmetry using MS Word drawing tools. If there are other graphic programs that are more appropriate and available to you, please use them.
	Instruct students to experiment and try to create an Islamic-type design using MS Word. When satisfied with results the students should print a copy of their drawings. Students are encouraged to create as many drawings as time allows using discovery learning.

Day four:

Using traditional tools (compass, ruler, protracter, paper) students create one or more Islamic ispired designs. The amount of mathematic emphasis may be adjusted to class needs.

Final studio project:

Visual Art I:

	Students choose their best designs and transfer them to a 6"x6" canvas using carbon or other transfer method. *
	Students paint their designs using acrylic paints using a complimentary color scheme.
	Paint with smooth, flat color.

*We chose 6"x6" squares so that the artworks could be assembled into a mosaic or frieze for display if desired.

Ceramics I:

Follow instructions above, but change media to clay and use sgraffito technique with underglazes. For transfer of design, simply place image on leather hard clay tile and trace with pencil. If you are unfamiliar with these materials or techniques, adapt as needed.

Final day of unit:

K	W	L
What do the students know or think they know about Islamic art and culture?	What do the students want to know about Islamic art and culture?	After lesson, what did the students learn from the lesson and what else would they like to learn?

See student page for detailed student instructions

Resources/Materials list:

Art I:

	Students!
	Creativity
	Computers with internet access, MS Word and internet
	Printer
	Paper
	Pencils
	Compass
	Protractor
	Ruler
	Carbon/graphite paper or other transfer material
	Canvas board
	Acrylics
	Brushes
	Liquid nails to adhere to surface
	One teacher should be appropriate for this activity

Ceramics I:

	Clay
	Slab roller or method of rolling slabs
	Underglazes
	Paper
	Pencils
	Scratching tool
	Needle tool
	Loop tool for carving anti-warp grooves
	Kiln
	Clear glaze
	Liquid nails to adhere to surface
	Computer with MS Word and internet access
	Printer

Links and questions

Images: Tareq Rajab Museum Islamic Design Firm	One stop shopping! Islamic art and architecture Dartmouth Salaam infoplease.com Islamicity (You may wish to explore the homework section for additional tools!)	Visual aspects and symbolism Victoria and Albert Museum
Religion PBS site	History/timeline muslim heritage	Links: How to construct an Islamic geometrical design Taprats program Exercise A Exercise B

Background, Geography, Religion and Culture:

1.What is Islam? (Define the core meaning of the word and explain how it is used today).

2. What countries do you find Islam as the dominant religion? Print out a map.

3. What are some of the basic principles of Islamic faith?

4. In what context have you heard about Islam in current events and news?

Islamic Art and Design:

5. What are some unique features of Islamic art, architecture and design?

6. How is Islamic design related to geometry?

7. Find at least two other cultures that have similar qualities in their designs. If available to print, please do.

8. Why do Islamic artists prefer to work with non-objective, abstract designs? (What is aniconism)?

9. What is symbolism? Discuss some symbols used by Islamic artists to give meaning to their abstract images. (What is the significance of a circle to an Islamic artist)?

10. Compare and contrast Islamic artists' use of geometric and curvilinear shapes. (What is an arabesque)?

Observations Based on Prior Learning:

11. What design principles are most evident in your observations of Islamic art? (Use proper art vocabulary to explain your answers).

12. Do you notice any dominant color schemes used by Islamic artists in their designs? If so, what are they? Remember to use art vocabulary! (Example: primary, secondary, analagous etc.)

13. How would you begin to construct a design in the Islamic style?(Hint: You could use repetition, scale change, interlocking shapes, image rotation, etc...)

14. What traditional tools are used to create the designs? What are the advantages and disadvantages of creating the pattern on the computer vs. traditional methods?

Print answers, map and other designs found.

Creating an Islamic Inspired Design:

1. Click on the link for Taprats program and follow instructions with teacher.

2. Click on Exercise A link and try to figure out how to recreate this in MS Word.

3. Follow same steps for Exercise B.

4. Print out your favorite design for inspiration in the classroom.

Evaluation

You will be evaluated as a group and individually. If your designated research task is incomplete you will be graded accordingly. Following is the rubric that I will be using to determine your grades. Answers that are plagiarized will receive no points.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Questions from process portion answered	Questions answered	Questions answered with supporting details	Questions answered with clarity and detail	Questions answered with clarity, descriptive detail and thoughtfulness
Evaluation of Islamic artwork	Used appropriate tools to create patterns	Appropriate tools used to create Islamic Inspired patterns reflecting symmetry	Appropriate tools used; craftsmanship above average; Islamic aesthetic represented	Appropriate tools used; superior craftsmanship; Islamic aesthetic well executed
Class participation	One member of your group participates during information gathering	More than one member of your group participates	Most members of your group participate and apply what was learned during lesson	All members of group apply what was learned and demonstrate an in-depth understanding

Conclusion

I hope you have a better understanding of the art and the people of Islamic cultures. Remember: All art has a reason and a meaning. It's just sometimes hard to see.

Asalaamu Alaykum!

Credits & References

Photo of Copper artwork representing "Muhammed" borrowed from the following site with permission:

"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."

Last updated on (6/18/03). Based on a template from The WebQuest Page

Webquest design patterns page