Divide the class into groups, and
assign a disposable or digital camera
to each group. Have each student
record random patterns found in
nature and humanmade objects.
Remind them to look closely. After
the film is developed or images
are saved to a computer (and possibly manipulated), ask students to
select one image that best reflects
repetitive fractal patterns. Have
students mount their images and
write accompanying statements
that explain the image content. The
written component could be a haiku
or other poem that serves as an aesthetic response.
Other Resources
Briggs, John. Fractals: The Patterns
of Chaos. Simon & Schuster,
1992.
Elisa Wiedeman lives in Flagstaff, Arizona.
ECWiedeman@aol.com
NATIONAL STANDARD
Students identify connections
between the visual arts and other
disciplines in the curriculum.
WEB LINKS
www.Fractovia.org
www.Fractint.org
www.Eclectasy.com
www.Fractalarts.com
Critical Questions
• In what ways are artists and
scientists alike and different?
• What repeating lines, shapes,
and forms can you identify in
your environment?
• How do repetitive patterns and
fractals make our world more
interesting?
• How can we practice seeing fractals every day?
• How can our ability to recognize
fractals help us as artists?
Can you recognize these fractals?
(Answers, below)
a: What is it?
b: What is it?
c: What is it?
d: What is it?
' 3 x 3,enotsdnas
derehtaew .d ;" 8 x 01 ,nehcil htiw kcor tlasab .c ;' 3 x 4,dnop
no eci fo ezalg niht .b ;' 2 x 2,etercnoc dehsinifnu ,denedrah .a
:srewsnA
SchoolArts October 2006
