Escher mastered tessellations - and the idea of one component translating into a second one (as with the swan and fish - or with the scale of the bat). This relates back to our oak tree explorations at the botanical gardens - the shade and light leaves and everything between. With the classrooms, there could be a standard geometry that forms the basic shape and axis. Forces that effect or tessellate the pattern of classrooms and courtyards are the relationships between the 4 schools and sunlight.
As in Escher's work, the same patterns morphing over a landscape or spiral are shown above. Another source to look at as far as translating classrooms that have external components acting on them (4 schools, sunlight).
Examples in geometry that have less variation in comparing them to Escher and Mother Nature's work. They are more static than the previous and don't have another layer of information that begins to deform the repetitive geometry.
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