NAME____Mary Lou Mixon_____

Date: 12/3/14
LTC 4240: Art for Children
Lesson Title & Big Idea: Symmetry. The big idea children will be working with is symmetry. Looking at how things mirror
each other.
Lesson Overview/Summary: In this lesson children will be exploring with symmetry and how it is created. The children
will use paint and paper to do this. They will use one half on the folded paper and paint in arrangement they chose. They
will then transfer paint from the one side to the other by folding the two halves together. They will then get to
investigate their finished product and discuss the symmetry of their final piece.

Key Concept (s):

Creating symmetry with paint. Careful placement and handling of art
materials. Using colors that are meaningful. Creating a story without obvious
shapes, lines, etc.

Art Standards:
Creating: VA: Cr2.3.Ka Create art that represents natural and constructed
environments.
Presenting: VA: Pr5.1.Ka Explain the purpose of a portfolio or collection.
Responding: VA: Re.7.2.Ka Describe what an image represents.
Connecting: VA:Cn11.1.Ka Identify a purpose of an artwork.

Grade Level /Month:

Kindergarten/ Mid-year, January
Class Periods Required: This
lesson will take one class period.
8-10 minutes looking at
examples of previous students
art and 20-22 minutes creating
their own symmetry.
Essential Questions (Found on the national visual arts standards chart):
How do objects, places, and design shape lives and communities? What is
an image? Where and how do we encounter images in our world? How do
images influence our views of the world? How do artists work? How do
artists and designers learn from trial and error? What factors prevent or
encourage people to take creative risks? How does collaboration expand the
creative process?
Core Academic Standards (Common Core State Standards and Missouri
State Standards)
Strand I. D.
Demonstrate a simple printmaking technique (e.g., stamping, thumb or
hand prints, objects)
Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s): Symmetry, mirror, reflect, line, line
of symmetry, placement, transfer, and asymmetrical.

Procedure
1. Look and discuss previous students work with symmetry.
2. Talk about what symmetry means.
3. Also discuss connections to everyday objects/things in life that are symmetry.
4. Have materials already set up and ready to go. Other same paint choices and paint brushes to each table.
5. Hand one sheet of paper to every child.
6. Verbally give directions on the folding of the paper. Paper will be folded vertically (hamburger style).
7. Next I would demonstrate the placement of paint onto only one half of the paper.
8. Then I would encourage children to do the same. Have them think about the colors they are choosing and why.
9. Also have them reflect on the placement on their paint.
10. Next I would fold my example and carefully pat the paint to the other side of the paper to transfer the image.
11. If children are ready for the step I would encourage them to go ahead and try it, reminding them to do so gently.
12. Then I would open up the example I made and walk around and show it to the children and ask them what they noticed and what happened.
13. I would then invite them to do the same and open up their papers.
14. As a group we would discuss everyones image. Those who want to share are encouraged to; those who do not are not forced to.
15. We would also talk about the techniques children used to create their symmetry. What worked well? What they would do differently?
16. Then I would invite them to make another piece if they would like to or if they are please with their first creation find a place to display it.
What prior knowledge will this lesson require/draw upon?
Children can draw upon their experiences with mirrors. They should be able to identify parts of themselves that are symmetrical. They would also be able to
make connections to clothes that are designed symmetrically such as coats, pants, etc. They know the colors will be working with and can readily use paint in
a respectful manner.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?
This lesson will require more teacher guidance than usual. Children at the beginning of the lesson will have to follow instructions carefully to get materials set
up effectively. When it is time to add paint to paper there will be more exploration in play with what colors the children can choose and how they choose to
place them. Once children have put the paint they want on half of their paper, they have the chance to experiment with techniques that will help transfer
paint from one side to another. There will also be chances to do this activity more than once should children find better solutions for making symmetry out
of their given materials.
How will this lesson encourage students to solve problems in divergent ways?
Children will work carefully to determine what techniques are best for paint transferring. Children will also be faced with how to keep paint on one side of
the paper to allow for careful production of symmetrical images.
What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?
Children will be able to look at the work of fellow students and make observations and ask questions about each others creations. Children will also be able
to do the activity again and try out new techniques or ideas after their observations and inquires with peers.
What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?
Children will be able to discuss the influence of symmetry on our lives. Also what their creations represent.
How will you adapt the various aspects of this lesson to differently-abled students?

The teacher will be available to assist students with the holding and execution of paint transfer. To help children who have a hard time understanding to only
paint on one side, I would tuck the right side underneath to where it could not be seen or painted on mistakenly. Also I would offer tape to tape paper in
place while painting just to assist with the easy transfer of paint.