Art Explorer #4: Looking for Patterns in Urban Settings & Nature

This is a picture of the walls I see every day when I arrive and depart from school. These are the walls of the Dundas Subway. I choose this pattern because I am constantly aware of the pattern it presents on a daily basis. I didn’t have to look hard for a pattern as they are universally present. This wall presents rectangular tiles in a vertical manor as every tile is placed at the same parallel angle and same height as the tile twice parallel to it. This symmetrical wall is identical to the wall bellow it as it is divided by the silver metal strip. Each side is proportioned to the other. The wall extends from the end of the subway cart to the front of the subway.

The element of art projected in this picture is a pattern. Patterns come in all shapes, sizes and colours.  According to Schirrmacher & Fox (2009), a “Pattern surrounds us. Fence posts, steps, rungs of a ladder, railroad tracks, and spokes on a wheel all suggest a repetitive pattern” (p.142). This element of art suggests that designs are to be repetitive in any sequenced order.

I think patterns are definitely an expression of artistic abilities in children. I believe it is an important concept to include in ECE classrooms. Patterns can be incorporated in the classroom for all developmental domains. Children can learn about the concept of patterns through a math sorting activity, children can engage in patterns while expressing their emotions and identifying other’s emotions identifying any constant pattern, children can explore shapes, lines, colours and symbols while working with art. These are just few examples of how patterns can be incorporated in the ECE curriculum and how it is a flexible concept that can be explored through various domains.

References

Schirrmacher, R., & Fox, J.E. (2009). Art and creative development for young children (6th Ed.). Belmont,

CA: Delmar.