Duration
120 minutes / Theme
Outdoor Learning / Subject focus
Art / Age group
Upper KS2
Resources required
  • Access to a range of natural materials
  • Images of symmetrical patterns in nature (see resources)
  • Examples of Andrew Goldsworthy art (see resources)
  • Examples of natural mandalas (see resources)
  • What is a Mandala? (see reources)

Adult Support
  • Some children may benefit from a pre drawn mandala pattern (many available online)
  • Some children may work more effectively with natural resources chosen for them to simplify the process

Follow up activities
  • Make a large mandala to which the whole class contributes
  • Explore symmetry and mandalas further by using APPs such as Mixala or Tumblevision
  • Explore mandalas in other lessons; they lend themselves well to maths, ICT, RE, PSHE and global citizenship

Learning outcomes (differentiated)

MUST Be able to find simple symmetrical patterns in nature

SHOULDBe able to find and replicate simple symmetrical patterns in nature

COULD Be able to find and replicate radial symmetry in nature

Starter

This lesson relies on a good grasp of symmetry. Revise the term by exploring the outdoor area and looking for examples (if you wish to consolidate understanding before going outside use the images on resource ‘Symmetry in Nature.’). There is an astounding amount of symmetry in nature; insects are great examples. The children may be less familiar with the term ‘radial symmetry.’ Explain that a radial design is one that is on the radius of a circle and that radial symmetry means that the design is symmetrical no matter which way you turn it. Can they find examples of this? Snowflakes and flowers provide wonderful examples. With the children, explore the work of Andy Goldsworthy and investigate what a mandala is (see resources.)

Main activity

Give the children some time to collect natural materials with visual appeal (establish rules for picking flowers/plants etc. beforehand). Remind them to consider colour, form, shape and that to create symmetrical patters they will they near duplicates of many of the things they collect. If time allows, they could simply look first and sketch out some ideas before collection. It may be useful to restrict the amount of different materials they collect initially to build confidence.

Demonstrate how to create a mandala. Remind the children that sometimes the most simplistic are the most effective.

Children to make their own mandalas.

Plenary

Walking gallery: allow the children time to enjoy the creations around them. Encourage them to reflect quietly on what they enjoy about each mandala and how they make them feel.

Extension tasks

  • Challenge children to use a compass to draw their own grid on square paper (or in chalk outside) in which to create a mandala

Actions before next lesson

  • Photograph creations for display
  • Consider leaving the creations, as Andy Goldsworthy would, to see how decay, time and weather affects their creations.

Reflective notes

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Curriculum links
  • Improve mastery of art and design techniques, including sculpture with a range of materials
  • Learn about great artists in history