Radial Symmetry Paper Relief Sculptures, Day 3:

Teacher: Kendra Lash Date: December 14th, 2022

Subject: Art Grade Level: 6th

Title of Lesson: Radial Symmetry Relief Sculptures: Step Lesson Length: 45 Minutes
2 and 3.

MA Curriculum Frameworks:

Creating:
● 2. Organize and develop artistic ideas and work. Create multiple different plans for a
work prior to selecting one to implement. (F.MA.Cr.02)
Connecting:
● 11. Relate artistic ideas and works to societal, cultural and historical contexts to
deepen understanding. Identify the connections between historical and cultural context
and defining stylistic elements of multiple media artworks (e.g., shifting styles due to
the birth of computer animation). (F.MA.Co.11)

Lesson Summary:

● Throughout today’s lesson, students will review different types of symmetry, and will
be given instruction in terms of how to go about arranging their radial symmetry relief
sculptures. Students will be instructed to try multiple layouts before committing to one
and starting gluing. During work time, students will be given the opportunity to
complete the folds they started making yesterday if needed, and after, they may begin
testing out different arrangements with their foldings, making sure that their design
exemplifies radial symmetry.
Lesson Objectives:

● The students will be able to create a relief sculpture/collage which exemplifies radial
symmetry.
● Students will be able to demonstrate mastery of three different types of folds (hat,
samurai and kite) in their finished sculpture.
● Students will be able to demonstrate undedstanding of various types of symmetry
(Symmetry, Radial Symmetry and Asymetry).

Enduring Understandings

Big Idea(s):

● The students will understand that relief sculptures have sculptural elements that are
built or carved off of a flat surface, which causes the finished piece to be slightly
raised, rather than flat.
● The students will understand that symmetry occurs when two sides or halves of a
design are closely or exactly similar to one another.
● The students will understand that the term “asymmetry” refers to a lack of symmetry or
evenness between two sides or halves of a design.
● Students will understand that radial symmetry is symmetry that exists around a central
axis.

Concept(s):

● Relief Sculptures
● Radial Symmetry
● Symmetry
● Assymetry

Essential Question(s):

● What is one example of radial symmetry that can be found in nature?

● How is a relief sculpture different from a usual sculpture?
● What is the difference between symmetry and asymmetry?
● How is radial symmetry different from symmetry?

Critical Thinking Skill(s):

● Students will decide what formation to arrange their foldings in so that radial symmetry
is achieved.
Materials/Equipment/Technology:

● Computer with camera and projector for power point and demonstration.
● 12X12 in. black construction paper
● 3X3 in. colored paper for folding
● Glue stick
● Pencil
● Ruler
● Instruction handouts for folds

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific

vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

● Color ● Design ● Radial Symmetry

● Line ● Pattern ● Symmetry
● Ruler ● Asymetry
● Glue ● Relief Sculpture
● Samurai fold
● Hat fold
● Kite fold
 INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Students will begin by completing an entrance ticket/sketchbook assignment, which

asks them to draw lines of symmetry on images which exemplify both symmetry and
radial symmetry.

(3-5 Minutes)

● Once students complete this, I will lead into the lesson by asking them a few
questions to help jog their memories in terms of the ideas and concepts that they
learned about in the previous two days of this lesson.

- “What is one example of symmetry or asymmetry that you notice within this
classroom, or can remember from nature?”
- “What is one example of Radial Symmetry that you can notice within the
classroom or can remember seeing in nature?”
- “What makes relief sculptures different from usual sculptures?”

(3-5 Minutes)

Procedures:

Demonstration:

● Begin by showing students how to start arranging their folds onto the black
construction paper, using the lines/sections that they created yesterday to guide
them in placing their folds.
● Advise students to create a couple of different arrangements or plans for their radial
symmetry design
● Stress that students do not begin gluing until they have tried different strategies and
had their design approved. (Do not leave glue sticks out on tables, hand them out
as students get their plans approved).

(5 Minutes)
Active Practice:

● Once its time for students to begin working, allow them to go up table by table to
their cubbies to grab their foldings and construction paper pieces, as well as any
other materials they may need from the front of the room such as paper instructions
or colored paper to fold with.
● Once materials have been gathered, allow students to work for about 25-30 minutes
depending on how long the demonstration takes.
● Inform students that you are available for any questions they might have, and be
sure to circulate the classroom often to ensure that students are on the right track.
Provide re-direction when needed, as well as praise when earned.

(25-30 Minutes)

Clean-Up:

● Clean up should begin about 5 minutes before the end of class. Ensure that
students put any loose foldings into their envelopes so that they can continue to use
them tomorrow. Their black construction paper can also be placed into their art
folders and into their cubbies. (If students began gluing, have them place theirs on
the drying rack).
● Choose a volunteer to collect rulers and other materials if needed.
● Instruct students to return to their seats when they are done cleaning up.

(5 Minutes)

Closure:

● Once students are back in their seats, ask them some reflective questions to wrap
up the lesson for the day. This can be done through a brief check-in conversation
with students at each table, where the following questions should be asked:

- “What is something that went well for you today?”

- “Is there anything you have questions about?”
- “What did you accomplish today, and what next steps will you take in class
tomorrow?”
- “Are there any other supports I can offer you to help you be as successful as
possible in completing this project?”

* If time runs short, these questions can also be asked in the last five minutes or so of work
time, just before students start to clean up.

(5 Minutes)
 RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

Lesson Plan inspired by:

http://mbhsart.weebly.com/radial-symmetry---paper-relief.html