Students investigate how geometric tessellations can communicate identity by translating selected spirit-animal traits into visual patterns that others can interpret and discuss. Through rapid ideation, peer critique, revision, and a final circular exhibition, they build content expertise in design while strengthening communication, collaboration, critical thinking, and confidence in sharing personal meaning. The learning experience connects artmaking to respectful reflection on symbolism and identity, supported by guidance from a counselor or cultural/community partner when appropriate. By the end, students create and present a mounted tessellation and artist statement that show both artistic decision-making and growth through feedback and reflection.

Students will analyze how tessellation, symbolism, and visual design choices can communicate aspects of identity, using rapid ideation, thumbnail sketching, and discussion protocols to test how clearly viewers can interpret meaning. They will practice CCSS.ELA-LITERACY.SL.11-12.1 by listening closely, building on peers’ ideas during movement-based table shares, critiques, and collaborative decision-making, and presenting claims about their artistic choices with evidence. They will revise artwork and artist statements using sticky-note feedback and guidance from a counselor or community cultural leader, with attention to respectful reflection on personal and cultural symbolism. By the final Symbol Circle Showcase, students will create a mounted tessellation and artist statement that demonstrate growth in confidence, collaboration, and effective communication.

Students will create rapid ideation sketches, tessellation thumbnails, and revised drafts that test how clearly spirit-animal traits communicate identity to viewers. Midway through, they will produce peer-feedback notes and one documented revision that shows how critique strengthened symbolism and design choices. By the end, each student will complete a mounted tessellation with a short artist statement explaining the spirit-animal symbolism, feedback received, and growth in confidence and collaboration. The final collective product is a circular gallery installation for the Symbol Circle Showcase, where the artworks and statements invite interpretation and discussion around the essential question.

Start with an Identity in Motion Jam: students rotate between tables every few minutes to create rapid tessellation sketches inspired by different spirit-animal traits such as resilience, curiosity, protection, or adaptability. At each stop, they briefly explain one visual choice and classmates respond with what identity or animal traits they can interpret, introducing the question, “How can artists use tessellations to express identity in a way others can interpret and discuss?” Invite a school counselor or, when appropriate, an Indigenous or community cultural leader to help frame respectful reflection on symbolism, identity, and personal meaning before students choose a direction to develop. Close with a quick share-out in pairs or small groups to name one design idea they want feedback on and one collaboration move they will practice during the project.

Host a Symbol Circle Showcase in which mounted tessellations are installed in a large circle with short artist statements beside each piece so viewers can walk through and interpret the identity symbolism. Invite classmates, families, the school counselor, and, when appropriate, an Indigenous or community cultural leader to join the exhibition and discuss how the designs communicate meaning through pattern, shape, and repetition. During the event, students present brief peer critiques and reflections that connect their spirit-animal choices, revisions from sticky-note feedback, and growth in confidence and collaboration to the essential question. End with a gallery talk in which visitors respond to the artworks and students explain how they wanted others to interpret and discuss their designs.