Arts Integration Unit Plan

Teacher Name: / Grade Level:
Grades 3–5
Collaborating Teacher(s): / Art Form:
Visual Arts
Start Date: / End Date:
Unit Title: Symmetry Space
Unit Objectives:
Students will identify line of symmetry in 2-D pieces of art.
Students will formulate and construct ideas to generate innovative art making.
Standards Addressed:
CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a 2-D figure as a line across the figure such that the figure can be folded along the line into matching parts.
VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making.
Inquiry
Materials Needed:
  • Projector/computer
  • Tempera paints (various colors, including white)
  • White colored pencils and paint brushes
  • Cardstock, water
  • Sketchbook paper and pencils

Essential/Guiding Questions:
Can symmetry be reflected through a positive and negative space in a piece of art?
Prepare in Advance:
Students will view various artworks that demonstrate the use of positive/negative space and that contain symmetrical elements. Some examples include M.C. Escher and Greek pottery. Ask students what they see and, as differences emerge, highlight that an image can change depending on the use of positive/negative space.
Pre-Assessment Strategies:
Students will have a solid base with understanding the principles of symmetry.
Academic Content: / Art Form:
Students will…
Using the Escher gallery of symmetry, students will recognize a line of symmetry for a 2-D figure as a line across the figure such that the figure can be folded along the line into matching parts. Students will examine each piece for lines of symmetry and explore creating symmetrical drawings of shapes using a line of symmetry. / Students will…
  1. Provide each student with a piece of sketch paper and ask them to create a drawing that uses positive/negative space and also is symmetrical. Provide items as examples, such as a feather, a fish, or a flag.
  1. Give each student a piece of cardstock, paint brushes, water, various colors of tempera paint, and palettes/paper plates for mixing.
  1. Using long brush strokes, paint the entire piece of card stock a dark color. Then add a bit of white and mix in from the middle up toward the top to create a bit of tint (lightness) and add depth to the image.
  1. Once dry, give each student a white colored pencil. Students transfer their original sketch onto the painted paper using the white colored pencil. This creates a “carved” or “printed” effect. Students must ensure that their image is symmetrical using rulers and that there is use of positive/negative space.
  1. Finally, add a paint glaze over the entire image. This seals the artwork. When dry, the image will “glow” when held up to the light or when placed on the outside of a glass jar with a candle inside.

Weekly Goals:

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Assessment(s)/Culminating Event:
Assessment is formatively evaluated through the success of the art activity described above.
Teacher Reflections:
Artist Reflections:
Student Reflections: