Geometry in Art

Overview

In this sixteenth lesson of Geometry Unlocked: Shapes and Spaces, students investigate how artists and designers use lines, angles, shapes, symmetry and transformations to create patterns. They apply their geometric knowledge to plan and produce an original geometric artwork, explaining the mathematical choices behind their design.

Learning intentions

• WALT recognise geometry in different art and design forms.
• WALT identify geometric features such as shape, line, angle, symmetry and transformation.
• WALT use geometric patterns purposefully to communicate an idea or create visual impact.
• WALT explain the mathematical features used in an artwork.

Success criteria

• I can identify geometric features in an artwork or design.
• I can create an artwork using accurate geometric patterns.
• I can use repetition, symmetry or transformations to develop my design.
• I can describe the geometry used in my artwork using appropriate mathematical language.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: applying geometry knowledge in a relevant, connected context.
• Mathematics and Statistics — Mathsteasers: additional resources for advanced learners through creative problem-solving and explanation.
• Te Mātaiaho mathematical practices: noticing structure, making connections, communicating reasoning and creating representations.

Lesson structure (45 minutes)

1. 0–5 min · Visual hook. Display the opening art-and-design images showing a woven pattern, tiled floor, koru-inspired form, textile design or architectural façade. Ask: “Where is the mathematics hiding?” Students silently notice lines, shapes, angles, symmetry and repetition, then share one observation with a partner.

2. 5–12 min · Explore geometric design. Use the geometry-in-art teaching slides to introduce examples of geometric art and design. Model how to annotate one image by identifying a shape, a line relationship, a symmetry feature and a possible transformation; students contribute observations and justify them using mathematical vocabulary.

3. 12–17 min · Design brief and modelling. Reveal the design challenge and success-criteria slides: create an original geometric artwork that uses at least three geometric features, including one repeated pattern, symmetry or transformation. Demonstrate a quick design using a ruler and pencil, showing how careful construction and repeated units can create a larger pattern. Students sketch two possible pattern ideas in the geometric artwork planning worksheet.

4. 17–34 min · Create and refine. Revisit the artwork process slides showing the steps: plan, construct, repeat, add detail and review. Students choose one sketch and create their artwork on the worksheet or attached paper, using appropriate drawing tools. Circulate and ask: “What is your repeating unit?”, “How do you know the design is symmetrical?” and “Which transformation could improve your pattern?” Students give a partner one specific feedback point and refine their work.

5. 34–41 min · Gallery discussion. Display the gallery-walk discussion slides with prompts for noticing and reasoning. Students place work on desks and move in small groups to view several designs. They record one mathematical feature they notice in another student’s work and one question about how the pattern was constructed.

6. 41–45 min · Plenary and exit check. Use the reflection slides to revisit the learning intentions. Students complete the reflection section of the geometric artwork planning worksheet by naming three geometric features in their design, explaining one choice and identifying one improvement they would make.

Resources

• the Lesson 16 art-and-design slideshow
• the geometric artwork planning worksheet
• A4 or A3 drawing paper
• Pencils, rulers, erasers and coloured pencils or felt-tip pens
• Geometry equipment, including protractors and compasses where appropriate
• Examples of geometric art and design, supplied in the slideshow
• Board or visualiser for modelling
• Display space for the gallery walk

Assessment

• During the visual hook and teaching, listen for accurate identification of shapes, lines, angles, symmetry, repetition and transformations.
• Confer with students during construction. Check that their designs include at least three geometric features and that they can explain how the pattern was made.
• Collect or photograph the completed worksheet and artwork. Use the reflection to assess whether students can connect their creative decisions with mathematical ideas.

Differentiation

• Support students with a partially completed repeating unit, a small selection of simple shapes, a ruler guide and sentence starters such as “I used ___ because…” and “My pattern repeats by…”.
• Pair students strategically for discussion and provide a vocabulary bank on the board: polygon, angle, parallel, perpendicular, symmetry, reflection, rotation, translation, repetition and tessellation.
• Students who find drawing or fine-motor tasks difficult may design digitally, trace a teacher-provided geometric unit or explain their design orally while a peer records key ideas.
• Extend confident students by requiring two different transformations, a line of symmetry or rotational symmetry, and a short explanation of why their pattern remains consistent.
• For EAL learners, combine the mathematical terms with labelled visual examples and allow initial discussion in a familiar language before sharing ideas in English.