Level 2: ART 211

5th Grade
Navajo Rugs
Central Focus
Grade Level
Class Size
Time
Class Demographics

Symmetry, Geometry and Navajo Rugs

Elementary School
20-30
45 minutes per class:
IEP, 504, High achieving, low achieving.

National Visual Arts Standards Addressed

Creating: #1 Generate and conceptualize artistic ideas and work

5th Grade: combine ideas to generate an innovative idea demonstrate diverse methods to
approaching art making
Creating #2 Organize and develop artistic ideas and work
Experiment and develop skills in multiple techniques through practice show craftsmanship
through care- document objects of personal significance
Responding #7 Perceive and analyze artistic work
Compare interpretation of art to anothers interpretation analyze cultural associations suggested
by visual imagery
Connecting #11 Relate artistic ideas and works with societal, cultural and historical context to deepen
understanding
5th Grade: apply formal and conceptual vocabularies of art and design to view surroundings in new
ways through art-making.
UNIT OVERVIEW
The students will be introduced to the Navajo culture. Students will learn about geometry and symmetry and how by using
geometry students can make a symmetrical work of art. They will learn about Navajo rugs and how the rugs held certain
stylistic qualities related to geometry. Students will use this information to create a colored pencil drawing that employs
symmetry. Through a series of small practice sketches students will learn the value of planning and preparation.
Forms
Frames
Conceptual
Framework

2D
Cultural
Artwork

Subjective

3D
Structural

4D
Postmodern

Artist

Audience

World

Interdisciplinary Connections
Geometry, History, Culture
UNIT LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. SWBAT identrify patterns in Navajo rugs and determine whether or not they are symmetrical
2. SWBAT use geometry to create a symmetrical pattern
3. SWBAT use a ruler to make careful and straight lines
4. SWBAT create a set of at least 3 preparatory drawings
5. SWBAT create a final drawing based on patterns found in Navajo Rugs
6.

Images
Worksheets
Personal work using symmetry

TEACHER MATERIALS
PowerPoint Presentation
Books on Navajo
Teacher Example

Worksheets
Colored Pencil

STUDENT MATERIALS
Pencil
Rulers

Computer
Projector

Paper
Eraser

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 2: ART 211

Stencils

Key Artists
Key Artworks
Key Critical Questions

Vocabulary

Language Functions
Language Demands
Language Tasks and
Activities
Language Supports

Sample Pattern Worksheet

ARTISTS IN CONTEXT
Navajo Rugs
Listed above
1. How did the Navajo People use patterns in their rugs?
2. Are the rugs symmetrical?
3. What key vocabulary term is influenced by symmetry?
4. What are some things you know of that are symmetrical?
5. Name one thing that you enjoy about the Navajo Rugs
6. What is one thing that you dislike about the Navajo Rugs?
7. How could you use Navajo rugs to influence a drawing?
8.
VOCABULARY AND LANGUAGE ACQUISITION
Symmetry Reflection of an identical image. Symmetry is when one shape becomes
exactly like another if you flip, slide, or turn it. Happens when an image is divided in half
and both sides are exactly the same.
Geometry Type of math that deals with measurement, lines, angles, and figures in
space. A design or arrangement of objects in simple curved or rectangular forms.
Navajo a tribe of North American Indians, located in New Mexico, and Arizona. Now one
of the largest tribal groups in the USA
Pattern decorative design that repeats itself with distinctive style, model or form.
Balance arrangement so that no part of a piece of art overpowers another. Related to
symmetry and asymmetry.
Basic Shapes Squares, Rectangles, Circles.
Artist Statement - Statement explaining why you made a work of art.
analyze, compare/contrast, critique, describe, interpret, question, etc.
Syntax
Discourse
1.
1.

SPECIAL PRE-INSTRUCTION PREPARATIONS

Prepare Powerpoint presentation
Prepare worksheets and make copies

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations

Enrichment and Extensions

Activity for Early Finishers

Artist Statement
Free drawing
OBJECTIVE-DRIVEN ASSESSMENTS
1. Describe the specific tools and methods you will use as formative and summative assessment of students mastery of the
Lesson Objectives listed above. Correlate each assessment described with the specific objectives above the tool is
designed to assess.
2. 4th grade lesson example = Rubric assessing students finished project originality, conceptual development, craftsmanship,
effort, and participation. (Objectives 1, 3, 4)
REFERENCES
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 2: ART 211

Developed and written by Art Education, Illinois State University, 2014 *

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1

Launch
o Who are the Navajo?
o Introduce Navajo
Instruction
Whole class instruction:
Introduction to Navajo people through use of PowerPoint presentation
Navajo Rugs
What kinds of patterns do the Navajo use in their rugs?
What are some colors that the Navajo use in their art?
Why might these colors be significant?
Symmetry
Warm color schemes
Cool color scheme
Light vs. Dark colors
Who can tell me what symmetry is?
What is something found in nature that is symmetrical?
Do the Navajo people use symmetry in their rugs?
How could you use symmetry in the creation of your own art?
Template for students to use
Have students practice drawing using symmetry until the end of the class.
Closure
Recap Navajo and Symmetry

Instruction Methods
Whole class
Instruction Methods
Whole class

Instruction Methods
Whole class

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch
What did we talk about last class?
What did you learn about the Navajo people?
How did the Navajo people use symmetry in their art?
Who can define symmetry?
Instruction
Continue working on practice drawings if they have not finished.
Introduce students to patterns.
How can you create a pattern?
Can pattern be influenced by color?
Pattern worksheets for students to complete
Students will use this worksheet which is blank to create at least 4 different
patterns that they are interested in using on their final drawing.
What are some color schemes that the Navajo use?
How will patterns help you when creating a symmetrical drawing?
Allow students to complete pattern worksheet
Closure
How did you use pattern on the pattern worksheet?
What did you learn about working with pattern?
What types of patterns did the Navajo people use?

Instruction Methods
Small groups/whole class

Instruction Methods
Whole group
Differentiated small group.

Instruction Methods
Group presentations

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3

Launch

Instruction Methods

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 2: ART 211

What is symmetry?
What is one way that symmetry and pattern are related?
How can you create balance using symmetry?

Whole class

Instruction
Turn in practice drawings and begin working on final drawing on black
construction paper with colored pencils.
Students will have the rest of the class period to work on their drawings.

Instruction Methods
Whole class
Small group

Closure
How are you going to use pattern and symmetry to create your drawings?
How is your drawing similar to a Navajo rug?
How is it different?
Were your patterns influenced by the Navajo or was there a different inspiration?

Whole class
Instruction Methods
Whole class

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4

Launch
How will you use pattern in your drawing today?
What is balance and how does symmetry help you achieve balance?
Instruction
Continue drawings/finish
Students will work to complete the drawing
Early finishers will be given the opportunity to free draw until the rest of the class
is done.
Any early finishers will write about the pattern they used. They will create a brief
1-2 sentence artist statement. This process will get students to think about why
they are making a work of art.
Closure
Does anyone still need time to complete this drawing?
Figure out whether or not students are ready to move on to the next project.

Instruction Methods
Whole class
Instruction Methods
Whole class

Instruction Methods
Whole Class

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5

Launch
How will you use pattern in your drawing today?
What is balance and how does symmetry help you achieve balance?
Instruction
Continue drawings/finish
Students will work to complete the drawing
Early finishers will be given the opportunity to free draw until the rest of the class
is done.
Any early finishers will write about the pattern they used. They will create a brief
1-2 sentence artist statement. This process will get students to think about why
they are making a work of art.
Closure
Does anyone still need time to complete this drawing?
Figure out whether or not students are ready to move on to the next project.

Instruction Methods
Whole class
Instruction Methods
Whole class

Instruction Methods
Whole Class

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12