![]() It was then that some of the students saw the bear hiding in Toblerone’s logo. I told them they were right about the shapes and prompted them to look again carefully in case they could see something bigger. Then, the first student traced the left leg of the bear and it did look like a fish swimming upwards while the second student traced the little shape right next to it which again did look like a bird flying. I initially thought they were influenced by the previous activity so I invited these students to the board to trace the shape they had seen. In the Toblerone logo some students saw a fish and a bird. Apart from the last logo, these were of products found in the Greek market. To end the first session we had a look at a selection of logos with a hidden message. In every slide we repeated the relevant part of our rhyme. I invited individual students to the board to trace the words in them. They identified the letters, we talked about the colours, how the letters appeared face downwards and face upwards covering all the surface. I also showed them some letter tessellations. I invited a couple of students to the board and had them outline the fish or bird shape hiding in the negative spaces. Likewise, the positive shape of the fish at the bottom has its shape repeated in the white spaces between the birds. In Sky and Water I the birds at the top appear as positive space (a main subject), yet its shape is echoed in the dark negative shapes between the fish. Escher liked to play with positive and negative shapes. These formations are called tessellations. Escher’s work consists of geometric shapes that fill the plane with congruent forms in rhythmic repetition without leaving any void. ![]() They noticed that there was no space between the fish and bird shapes. I then projected the artwork again and asked students to carefully observe its details. Tessellations, word clouds and logos with a hidden message I turned sound on and we repeated the activity. Students asked if they could watch the animation for a second time and repeat the activity. At the end of the animation we said ‘Goodbye birds, fly! Goodbye fish, swim!’ Students improvised gestures for ‘fly’ and ‘swim’. Water was mimed by placing hands under our desks, sky by lifting them up. fish group pretended they were swimming, bird group pretended they were flying. ![]() I also encouraged them to gesture accordingly, i.e. I then asked them to chant it in a whispering mode. The students enjoyed themselves enormously. When each element appeared in the video, the relevant group chanted their part. I divided the class into two groups: fish and birds. They were happy to see it in a bigger size. I first projected the artwork on the classroom board. complete a worksheet with relevant activities.practise uncovering the hidden message in the logos.recognize previously taught words and letters in the word clouds and tessellations.have students exposed to and observe carefully a series of other multimodal resources (word clouds, letter tessellations, logos).encourage body gesture to facilitate comprehension and memorization.watch an animated version of the artwork.practise saying a short rhyme related to the artwork.encourage early word identification and recognition (birds, water, sky, in the).encourage visual literacy micro-skills (careful viewing, analyzing).Each element is alternately foreground or background, depending on whether the eye concentrates on light or dark elements. ![]() Birds and fish fit into each other like the pieces of a jigsaw puzzle. The artwork on the classroom door is Sky and Water I a woodcut print, by the Dutch artist M.C. The artwork on the classroom door Sky and water I
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