Lesson Title:! Symmetry in Art!

Subject Area/s: Art & Math! !

Length of Lesson: 5 weeks! !

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Teacher: Erin Mitchell!

Grade Level: 4th grade!
Focus: Symmetry & Pattern!

Stage 1 Desired Results!

Content Standards:!
Artistic Processes: Creating, Connecting !
Anchor Standard 1:Creating: Generate and conceptualize artistic ideas and work!
Anchor Standard 11:Connecting: Relate artistic ideas and works with societal, cultural, and
historical context to deepen understanding!
VA:Cr1.2.4!
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.!
VA:Cn11.1.4!
Through observation, infer information about time, place, and culture in which a work of art was
created. !
Math: CCSS.Math.Content.4.G.A.1 Recognize a line of symmetry for a two dimensional figure
as a line across the figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.!

Understanding(s)/Goals:! !
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Essential Question(s):!
-Symmetry creates balance.! !
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-Where is symmetry seen in your everyday life? !
-Figures can have multiple lines of symmetry!
-How does art help us understand the lives !
-People develop ideas and understandings! !
of different times, places, and cultures? !
of society, culture, and history through interactions -How does knowing the contexts, histories,
and analysis of art! !
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and traditions of art forms help us create ! !
-Artists shape artistic investigations following or ! works of art and design?!
breaking with traditions in pursuit of creative !
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art-making goals!
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Students will know.!
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Students will be able to!
-aspects of African art and patterning in textiles!
-find lines of symmetry!
-vocabulary: symmetry, pattern, Adinkra!
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-recognize African textiles!
textile, symbol, calabash stamp,repeat pattern!
-create a textile pattern !
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printmaking! !
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-the importance of symbols in society!
-the characteristics of a symmetrical figure !

Stage 2 Assessment Evidence!

Performance Task(s):!
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-Students will create a unique symbol that has two lines of symmetry!
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-Students will make a stamp with their creative symbol for a collaborative Adinkra cloth!
-Students will make a personal repeat pattern cloth using their symbol stamps! !

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Language Function: Through discourse students will analyze the Adinkra cloths of Ghana by
recognizing the various symmetrical shapes and lines of symmetry within each cloth. !
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Other Evidence:!
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-Teacher will approve student stamp sketches with two symmetrical lines!
-Teacher will facilitate class discussion of symbols in our everyday lives!
-Students will print a single stamp of their symbol on paper with a written description!
-Students will fill out a questionnaire on the Adinkra symbol placed at their tables as part of the
hook to peak their interests (what do you think the symbol means, where do you think it originated, are the symbols symmetrical, and if so, how many lines of symmetry does it have)!

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Stage 3 Learning Plan!

1. One large poster board cut out of different Adinkra symbols will be placed at each group table
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2. Students will be given a short questionnaire about the symbols: what do you think the symbol
means, where do you think it originated, are the symbols symmetrical, and if so, how many lines
of symmetry does it haveH, R!
3. As a group, the students will decide on their answers and present them to their classmates
H,R!
4. Once all groups have completed their guesses, the teacher will begin a prezi explaining the
origin of the symbols, their meanings, the history of Adinkra textiles, how they are used, and
how they are made H,W!
5. Adinkra symbols will be displayed on the board as the teacher leads a discussion in brainstorming and drawing symbols in the students everyday life (i.e. hearts, stop signs, smiley
faces) also asking the students how many lines of symmetry each symbol has R, E1, T, O!
6. Students will be assigned to create an original symbol that has a specific meaning to them
with at least two lines of symmetry W, E2!
7. Students will make symbol sketches and meanings that will be turned into the teacher for approval E2!
8. Adinkra symbol handouts will be given to students and example cloths will be available at the
front of the classroom to observe T!
9. Approved symbols will then be ready to transfer onto cardboard and cut out for stamp mounting with teacher assistance E1!
10. Once the stamps are ready to be used students will take a square piece of fabric and make
a repetitive pattern using their symbol E2!
11. Students will also make a single stamp of their symbol on a class Adinkra cloth as a collaborative piece. !
12. On a small square cute piece of bristol board, students will make a print of their symbol with
the meaning written below T!

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Materials:!
rulers,pencils,scissors,scrap paper, assorted fabrics, hot glue gun, glue sticks, paint brushes,
cardboard, bristol board, masking tape, markers, construction paper, acrylic paint, sponges, paper towels !
African textile fabric samples!
http://www.brooklynkids.org/attachments/BCMWB_PCP_AfricanTextiles.pdf Adinkra symbols!
http://youtu.be/CIFvY6QGR5k Adinkra process!