183 ADAPTIVE VISUAL ART Unit 9: Pattern

Lesson 1: Pattern

Duration of Days: 4

Lesson Objective

Students will identify and create patterns (repeating sequences of colors or shapes) to understand the concept of rhythm in art.

1. What happens when we use the same color over and over?
2. Can you "hear" the beat in a pattern? (e.g., Red, Blue, Red, Blue...)
3. Where can you find patterns on your own clothes today?

Pattern, Repeat, Sequence, Rhythm, Alternating.

NCAS: VA:Cr2.2.HS1 (Explain how traditional and non-traditional materials may impact human health and the environment).

Adaptive Focus: Cognitive sequencing, fine motor control through stamping, and predictability.

Mathematics: Algebraic thinking (identifying and extending patterns).

Logic: Recognizing recurring sequences in data or text.

Description: Students will use adaptive stamps (like sponges attached to blocks or potato mashers) to create a repeating sequence of colors or shapes on a long strip of paper.

Purpose: To build the skill of "anticipation" and sequencing, which helps with both artistic composition and daily routines.

DOK Level: Level 2 (Skill/Concept) – Students will apply a rule (the pattern) to create a consistent visual sequence.

Daily Routine: Morning schedules are a pattern (Eat, Brush Teeth, Dress).

Fashion/Textiles: Exploring Scottish Tartans (Plaid) or African Kente Cloth, where patterns tell a story about a family or tribe.

Music: Clapping out a rhythm and then "drawing" it (Loud clap = Big circle, Soft clap = Small dot).

Students might think a "messy" group of circles is a pattern. (Clarify that it must repeat in the same order).

Thinking patterns can only be made with colors (remind them shapes and textures repeat, too).

Visual: Use a "Pattern Guide" (a strip of paper with pre-colored boxes) so the student just has to match their stamp to the box.

Physical: Use T-Bar handle stamps for students with limited grip strength, or "Object Stamping" (using a toy car's wheels to roll a repeating line).

Sensory: Use "Scented Ink Pads"—if the pattern is Red-Blue-Red-Blue, the Red can smell like strawberry and the Blue like blueberry.

What Students Will Know: That a pattern is a sequence that repeats in the same order.

  • What Students Will Do: Create a "Pattern Strip" that repeats at least three times (e.g., Circle, Square, Circle, Square, Circle, Square).

  • Demonstration of Learning: Given a pattern that is "broken" (e.g., Red, Red, Blue, Red... [Space]... Blue), the student will point to the correct color needed to "fix" the pattern.