We use the one-dimensional frieze patterns to illustrate basic principles of pedagogy in teaching mathematical applications to art. Five pedagogic principles are used: (a) Creating a model of student cognitive process, (b) defining a specific problem domain, (c) developing algorithms, data structures and notations representing this model, (d) creating a teaching strategy based on the algorithms and data structures, (e) requiring problem richness. We show how student interviews facilitate the development of concepts, which are pedagogically useful in enabling students with limited mathematical proficiency to appreciate the mathematics and frieze patterns of various cultures.