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K–12 teaching and learning · from the UNC School of Education

Collaging symmetry

Students will create a symmetrical artwork with construction paper, glue, and yarn. This lesson will allow students to use critical thinking to create an original work. They should learn that there is more than one solution to a creative problem.

A lesson plan for grade 2 Visual Arts Education

By Marion McClure

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Learning outcomes

Students will:

  • identify symmetrical and asymmetrical balance in an artwork.
  • use yarn and construction paper to create a work that is symmetrical.

Teacher planning

Time required for lesson

80 Minutes

Materials/resources

  • Various colors of construction paper (Scraps can be used)
  • One glue bottle per student
  • Various colors of yarn
  • One pair of scissors per student
  • Each student will need space to work without interference from neighbors

Pre-activities

Review symmetrical and asymmetrical balance with students. You can use art prints to show how artists throughout history have done this. Two examples are Richard Lindner’s “The Cyclist” as a symmetrical work, and Henri Matisse’s “Purple Robe” as an asymmetrical example.

You can also cut pieces of construction paper in various shapes before students arrive. Make sure all of these shapes are symmetrical. You also pre-cut yarn to lengths of 12-18 inches.

Activities

Step One: Paper Collage

  1. Give each student a piece of paper to be used as the background. Each student can be given a different color so that each work is unique from the beginning. You can also begin with white paper. Almost any size larger than 8×8 inches will be suitable.
  2. Explain to students that you will give them one piece of paper at a time that they must add to the work. They can try several arrangements making sure that the piece that is added is placed in a symmetrical balance. When they are satisfied with the placement of that piece, it should be glued down neatly. Students should not cut or tear the paper. They must create a good design with the materials they are given.
  3. After a short time hand out a new shape to add to the design. The process of moving the shape, deciding on a placement and gluing is repeated. Keep adding pieces until you feel the class has reached a point that will make the designs too busy.

Step Two: Collaging Yarn

  1. To unify the designs and further challenge the students, have them glue pieces of yarn on the work outlining the shapes they have created. Limit the colors of the yarn to keep the work unified.
  2. If there are large spaces left over, the students can create simple designs that complement the design. Make sure they understand that these lines can create a strong focal point so that they do not add too much.

Assessment

Use volunteers to discuss their work. Have them show their work to the class and discuss the symmetry in their paper. Have them look at neatness and how the yarn and paper work together.

Supplemental information

Attachments:

Comments

This plan could be adapted to many grade levels by giving the students more complex shapes or having them create their own shapes. They could also use more colors of yarn or adjust the size of the project.

North Carolina curriculum alignment

Visual Arts Education (2001)

Grade 2

  • Goal 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements.
    • Objective 3.01: Incorporate a variety of lines in own artwork.
    • Objective 3.04: Discuss and use opposites to create variety including big/little, light/dark, smooth/rough, tall/short, few/many.
    • Objective 3.06: Create work which shows more complex organization.
  • Goal 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.
    • Objective 6.03: Value art that does not rely on copying or tracing others' work.

  • North Carolina Essential Standards

    • Visual Arts Education (2010)

      • Grade 2

        • 2.V.2 Apply creative and critical thinking skills to artistic expression. 2.V.2.1 Understand that artistic problems have multiple solutions. 2.V.2.2 Use personal point of view of the environment as a source of imagery. 2.V.2.3 Create art from real and imaginary...
        • 2.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. 2.V.3.1 Use a variety of tools safely and appropriately to create art. 2.V.3.2 Recognize characteristics of a variety of media. 2.V.3.3 Use the processes of drawing,...