# BOO! – Contrast, Symmetry, Geometric Shapes

Students work with geometric shapes and symmetry to create a 3-dimensional witch and then use Construction Paper crayons or Metallic FX crayons to colour it in their own unique way.

80 Minutes

Language Arts
Mathematics
Social Studies
Visual Arts

#### Vocabulary

base contrast emphasis isosceles triangle line line of symmetry line segment oval symmetrical shape symmetry texture vertex

#### Materials

Crayola Construction Paper - 30.5 cm x 45 cm (12" x 18") Crayola Scissors Crayola Washable Glue Crayola Construction Paper Crayons Crayola Metallic FX Crayons Crayola Glitter Glue Photocopy Paper Large Paper Clips Googly Eyes and Other Embellishments Pencils Erasers Rulers

## Steps

### Step Two

1. Place the nose on the face at the centre fold to see if you like it and if it is the right size.
2. Colour the nose before you attach it to the face.

### Step Three

1. Use Construction Paper crayons or Metallic FX crayons to colour the witch.
3. Glue the nose in place last.

### Step Four

1. When the glue is dry fold the strip of construction paper around to the back.
2. Staple or glue the ends together so your witch can stand on its own.
3. Give your witch a name.

## Learning Goals

Students will be able to:

• use symmetry and geometric shapes to create a 3-dimensional witch;
• use line to create the illusion of texture;
• use contrast to create emphasis;
• demonstrate technical accomplishment and creativity;
• support their ideas with evidence found in the works.

## Extensions

Have students:

• explore this technique using other shapes to create different creatures, self portraits, historical portraits, or imaginary people;
• write instructions for how to make it;
• teach the process to their peers.

## Prepare

1. ​Review or teach geometric terms related to shapes and symmetry.
2. You may want to discuss witches in history. If so, download sources from the Internet, for example,
Witches Did You Know
Halloween Witch
Macbeth Witch
Wizard of Oz
3. Make a sample.
4. Download and make copies of the instructions - 1 per student. (Witch.pdf)

## Introduction

1. Show your sample and ask students if they can see any connection to geometry in the creation.
2. Discuss the kinds of shapes and how they have been assembled to create an imaginary witch.
3. Discuss how line and contrast can be used to make the witch more interesting and add to its personality.
4. Introduce the challenge.

## Activities

### The Challenge

2. Use symmetry and geometric shapes to create a 3-dimensional witch.
3. Use line to create the illusion of texture.
4. Use contrast to create areas of emphasis.
5. Demonstrate creativity and technical accomplishment.

### The Process

1. Make sure everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I have:
- followed the written instructions accurately
- used symmetry and geometric shapes to create a witch
- used line to create the illusion of texture
- used contrast to create emphasis
- kept the paper is in good condition
3. Guide students through the steps outlined in this lesson plan.
4. Observe students as they work.
5. Provide individual assistance and encouragement.

## Sharing

1. Place students into small groups of about 3 to 6 people.
2. Challenge them to figure out a way to introduce their witches to the class.
3. Encourage them to use dramatic skills to make the introductions interesting and fun.
4. Once students have introduced their witches talk about how the introduction fit with the look of the witch.
5. During the discussion include references to:
contrast - how it was used to add emphasis to parts of the witch and contribute to its pesonality
- technique – the effects of different colouring techniques and the use of lines to add texture and detail

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their witches – speaks with a clear voice, looks at audience while speaking, points to areas in the artwork, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.