I think this has been one of my favorite lessons I’ve taught to lower elementary this year. The project is fairly simple, but students came up with so many creative ideas! I taught the lesson virtually, but for whenever in-person lessons resume, I would definitely have the students use construction paper for their creatures and paint for the background.
My teacher examples:
Objectives:
Students will be able to:
- Identify symmetrical and asymmetrical images
- Create a symmetrical creature using folding, drawing, and cutting
- Create an asymmetrical home for their creature using drawing/painting
- Write an artist statement
Day by Day Breakdown:
Day 1:
- Introduction to symmetrical balance – stand on one leg, what happens?
- Symmetrical identification game
- Looking at symmetrical photos/art
- Art demo – how to create symmetrical creature
- What does your creature look like?
- Does your creature have:
- fur?
- scales?
- patches?
- a tail?
- arms/legs?
- eyes?
- clothes?
- fins?
- Does your creature have:
- Student work time
Day 2:
- Introduction to asymmetrical balance
- Review of symmetrical balance
- Symmetrical or asymmetrical identification game
- Art demo – how to create asymmetrical background
- Where does your creature live?
- underwater?
- the woods?
- mountains?
- beach?
- house?
- island?
- Student work time
Artist Statement:
For lower elementary, I have students write a mini artist statement including the title of their artwork, describing their artwork, and explaining how they used one of the concepts in the lesson. This is my Google forms virtual version:
Student Artwork:
Annika Marthinuss 