# Islamic Architecture

## Curriculum Goal

#### Junior: Patterning and Algebra

• Create and translate repeating, growing, and shrinking patterns using various representations, including tables of values, graphs, and, for linear growing patterns, algebraic expressions and equations.

## Context

• Whole-class discussion followed by individual exploratory activity of math and cultural art.

## Materials

• Historical background information on Islamic architecture (Appendix A)
• Triangle grid paper (Appendix B)
• Stencil shapes (Appendix C)
• Pencils, markers, pencil crayons

## Lesson

• Provide students with a historical background on Islamic architecture and have them bring in examples.
• Review related mathematical concepts – patterns, tessellations, rotations/turns, translation, and symmetry.
• Explain that students will be creating their own interpretations of Islamic art and architecture – the infinite pattern – using grid paper.
• Students can trace the stencil shapes or simply use them to generate ideas.
• As students are working, show pictures of Islamic art and play music from Turkey, Persia, Saudi Arabia, Tunisia, or other countries where the designs can be found.
• Encourage students to make personal connections to both the art they see and their own work by asking questions:
• Have you seen these patterns in our neighbourhood?
• Do you recognize the shapes that make up various pieces of art? Do you notice any connections between the shapes? How do they fit together?
• How can some of the shapes create others?
• Discuss their art pieces and what inspired them.

## Related Lessons

Another activity looking at radial symmetry.

Students look at patterns using numbers and shapes found in real life.