BOO! – Contrast, Symmetry, Geometric Shapes

Students will be able to:

• follow written instructions accurately;
• 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.

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. 

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)

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.

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 

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.
4. Use a checklist to track progress. (Download - Witch_tracking.pdf)
5. Have students draw their witch and reflect on it in their sketchbook/journals. Ask students: 
   - What are you most satisfied with? Why?
   - What would you change or do differently next time?
   - How could you use this idea in another way?
   - How does the name you chose for your witch suit the way it looks?