Escher style Geometry Art from J. R. Masterman's 9th grade geometry class









A tesselation of fish, a first-time tessellation of fish by a 9th grade child

SCHOOL OF FISH from Cristelle

Note from the Webmaster:
Although this is a pretty piece of symmetry art, please be aware that it may not be the best example of an ideal tessellation. In this case, I'm guessing that those white squares at the top of each fish are gaps. If they're gaps, then this part of the art would be outside the accepted definition of tessellation, which is
"a (usually repetitive) pattern that repeats to fill a space without gaps or overlaps".
gap in what would otherwise be a tessellation

We also have to ask Cristelle to be more creative, next time, now that she knows how to "do" a tessellation. Copying is a sincere form of flattery, but we'd find Cristelle's next work more praiseworthy if it showed more inventiveness. We also have to wonder how she followed the steps she outlines below, yet her symmetry art is uncannnily similar to the art at the top of this schoolteacher's webpage about tessellations her students had done back in April of 2011.
See for yourself. This is a snippet of that other person's art:


Cristelle says:

In order to create the fish tessellation I was able to follow a basic technique from the website tessellations.org. All you need is two sheets of tracing paper, a pencil with eraser, and imagination. In class, my teacher showed me step by step how to create a tessellation.

First I had two pieces of paper. I ripped one sheet in half and drew a rectangle on one of the halves. The top, bottom, left, and right sides of the rectangle must all be the same size.

Nest I took my paper that was not ripped, and placed it on top of the rectangle drawing. I took my pencil and traced the rectangle onto the paper. I traced many many rectangles onto the paper. I wanted to fill up my paper as much as possible. Once I finished tracing, I went back to the paper that had the original rectangle and drew a curved line on one of the sides.

I wasn't sure what my drawing was going to be so I just free styled and drew random curves. I took the paper that had multiple tracings of the rectangle and put it on top of the half shee on paper with the curves. I again started tracing on the larger piece of paper. When I was finished, my paper had a while bunch of curves and squiggles on it.

Now I had to use my imagination and try to figure out what I would make of the curves that covered my paper. While in class I wasn't sure what to draw so I took my paper home so that I could work on my tessellation and try to make sense out of it. After altering some of the curves and squiggles, I decided to make my drawing look like a school of fish. That's not what I had in mind to do, but it worked. I drew the fish and added detail where it was necessary and then colored it in.

Voila! I completed my tessellation.

My teacher always has his ways of presenting new ideas and geometrical concepts. I really enjoyed this assignment because it was creative, but yet it tied in with geometry. You have to be precise and know what shapes to use and also you need some imagination. In a way it was my teacher's way of making geometry fun, and I appreciate that. :-)