The Beauty of Tessellations: Art and Mathematics in a Student STEAM Education Project

GIOVANNI PERILLO
Mar 30
2 min read

Updated: May 12

This project is part of the SMartS project, which promotes inquiry-based and interdisciplinary learning in schools (SMArtE method) and contributes to international research in art education.

INTRODUCTION

This project explores the aesthetic and mathematical principles of tessellations, investigating how randomness and symmetry differently influence the perception of beauty. Developed within the SMArtE method (Scientific Method in Art Education), the study applies an inquiry-based approach to connect artistic practice with mathematical reasoning.

The experimental workshop was conducted in collaboration with students from the Poli School in Molfetta (Italy) and the Ömer Refika School in Adana (Turkey), providing an international context (eTwinning) for the exploration of geometry, pattern and visual perception. The project was also carried out with Agostino Turturro and Annalisa Calò (Mathematics teacher and French teacher at the Poli School) and with Beyhan Çiçek Solaklıoğlu (English teacher at the Ömer Refika School).

RESEARCH QUESTION

How does regularity and irregularity influence the perception of the beauty of tessellations?

What is the relationship between mathematical structure and aesthetic experience?

METHOD

Students created tessellated patterns using geometric shapes, exploring repetition, symmetry and random variation. They also employed tessellations by mathematicians and artist Roberto Galeotti, and analyzed how different configurations influence visual perception and aesthetic judgment.

The activity combined artistic creation with mathematical observation, allowing students to experiment with both visual composition and geometric rules.

student tessellation patterns combining Art and Mathematics: A STEAM Education Experiment

Geometric tilings evaluated in an art education experiment

RESULTS

The results showed that tessellations with clear structure and symmetry were often perceived as harmonious and visually pleasing. However, variations and irregularities within patterns also contributed to interest and complexity.

However, very complex regular tilings were preferred to simple or irregular tilings.

DISCUSSION

The findings highlight the strong connection between art and mathematics. Tessellations demonstrate how geometric rules can generate complex and aesthetically rich visual compositions.

This interdisciplinary approach allows students to understand how mathematical concepts such as symmetry, repetition and transformation can be applied in artistic contexts.

CONCLUSION

This project demonstrates how the scientific method can be applied to explore the relationship between art and mathematics, transforming geometric experimentation into an aesthetic investigation.

By working with tessellations, students develop spatial reasoning, creativity and analytical thinking within an interdisciplinary STEAM educational framework.

Explore more student projects based on the scientific method in art education (click on the link):