Pattern in art
Task your students with researching different patterns found in and on the artworks on Art UK. Ask them to select one or two of these patterns and to deconstruct the pattern down into its simplest forms, in a similar way to Halima Cassell. They can do this by saving and annotating images on mobile devices or by printing out examples and marking out sections of repeat patterns, colours and shapes.
The artworks below offer a starting point, but students may want to pursue their own interests by searching Art UK or using the artwork shuffle.
For inspiration from architecture, explore RIBA's image library.
For inspiration from Islamic design, explore the Victoria and Albert Museums' online collections.
Islamic Series 76
Deanna Petherbridge (b.1939)
Breath of the Compassionate
Zarah Hussain (b.1980)
BHS Relief 1978 or before
Henry Collins (1910–1994) and Joyce Pallot (1912–2004)
Minaret: Ostergan 1984
Tess Jaray (b.1937)
Disciples of Sheikh San'an 1975
Parviz Tanavoli (b.1937)
The Extended Shadow 1994
Shirazeh Houshiary (b.1955)
Walking the Dog I, II and III 2009
Peter Randall-Page (b.1954)
Red Movement 2005
Bridget Riley (b.1931)
Cloud 10 2012
Zarah Hussain (b.1980)
Stonehenge, June 1997
Stephen Morris (b.1935)
William Mitchell (1925–2020)
Raymond Haslam (b.1942)
War Sonnet 1969
Anwar Jalal Shemza (1928–1985)
Abstract Composition in Red, Yellow and Blue with White Ground 1990/1991
John Michael Emile Butterworth (1944–2010)
Jahrenstellar '78 1978
Eduardo Luigi Paolozzi (1924–2005)
Spatial Construction in Steel 1956–1957
Marlow Moss (1889–1958)
Create a pattern in clay
Task your students with creating their own patterned relief in clay using the examples of pattern they have researched. Once students are happy with their selected pattern, they may wish to copy it onto tracing paper, and then use this copy to make indentations on a rolled out square of clay multiple times to create their repeat pattern. Otherwise, they may want to work freestyle, creating an asymmetrical pattern. They can use tools to remove clay to create negative space in their pattern and/or add more clay to build up a three-dimensional effect.
Encourage your students to try out different methods, such as cutting out sections of the clay (like the individual squares in Cassell's Fan) and then piecing them together in different formations.
You may wish to cover unfinished pieces in plastic bags or lightly spray them with water in between classes. Air drying clay should take around two weeks to fully dry, while firing clay should be fired at the temperature suggested by the manufacturer.