art lesson plan

Objectives

· Students will be able to recognize the line of symmetry in shapes, pictures etc. “c”

· Students will be proud of their finished project. ”c”

· Students will recognize the unique nature of their own artwork. “a”

· Students will be able to successfully reflect the actions of others. “p”

Standards Addressed

Standard 2
(Perceiving): The student will analyze, reflect on, and apply the structures of art.

Geometric Shapes: Circles, squares, rectangles and triangles; mathematical in proportion

Structural lines: interior lines that show the objects unique construction

Vocabulary

· Symmetry-a line that divides an object directly in half.

· Reflection-a mirror image of an object over the line of symmetry.

· Contrast-two parts of a picture that have evidently different characteristics.

· Unique-creating something that is different for every individual

Pedagogy

I will have 4 pictures on the board, two that are symmetrical and two that are not. Talk to the kids about symmetry and what it means in art. Have them come up of ideas of things they see everyday that could have a line of symmetry in them. Relate how they look into a mirror and see themselves to the reflection of an object over the line of symmetry. Have them get into pairs and have one person do an action and the other mirror it back. Then have them switch places. Hand each student a piece of paper. Show them the symmetrical bug that I made. Talk to them about how it is unique because I use my name, and because I colored it the way that I wanted. Help them to understand that they don’t have to do their bug the exact same way that I did, but that they can be creative. Explain the show them step-by-step the steps to making the basic bug shape. Fold the paper in half long ways. Write in CURSIVE their name horizontally on the folded line. Go over the cursive a couple times in black crayon pushing as hard as you can. Fold the paper in half and press as hard as you can over where you wrote your name three or four times. Unfold the paper. You should have a reflection of the bug on the other side of the line of symmetry. Go over the reflected lines if necessary with the black crayon. This is where they can use their creativity to create unique bugs. Let them color the bug however they would like using a variety of different textures and colors. Suggest that maybe they don’t want it to be a bug at all but perhaps it looks like something else to them.

Assessment

Rubric-three things need to be shown. I need to see their line of symmetry; their reflected name and that they put some creativity into it.

Portfolio. I am going to have the children out this in their portfolios of projects they’ve done this year, comparing it to projects they’ve completed already and then those they have yet to complete.

Verbal assessment of whether or not they understood the vocabulary that we discussed. Invite students to explain to the class how they have portrayed the different vocabulary words into their own picture.

Adaptations/Integrations/Accommodations

I could teach this to a younger grade by letting them finger paint or even brush paint on one side of the fold and then when that gets folded over see the paint reflected onto both sides. For a math integration this could easily coincide with a math lesson about symmetrical shapes in geometry. You could even talk about whether the shapes created out of their names were geometric or organic. For a student with special needs I would probably help them write their names and get the reflection but then let them color on it and make it their own.

Teacher Resources

· Premade bug picture

· Extra white paper for kids to follow along with you.

· Four pictures of art that exemplify symmetry