DESIGN YOUR OWN HUBCAP – Symmetry, Pattern, Contrast

Students will be able to:

• follow instructions to divide a circle into 7 equal parts;
• create a personal hubcap design;
• use repeated shapes and colours to create patterns;
• demonstrate technical accomplishment and creativity;
• support their ideas with evidence found in the artworks.

Have students:

• explore ways to use a compass to create circular geometric designs based on different divisions, for example, threefold - tenfold symmetries;
• use coloured pencils or fine line markers to colour their designs;
• teach another student how to divide a circle into a specific number of equal parts.

1. Prior to this lesson provide time for students to practice using a compass.
2. Review or teach the concept of symmetry and circular symmetry.
3. Download and display the Contrast and Repetition posters available on this website.
   - review or teach the principle of repetition – motif, pattern
   - review or teach the principle of contrast – strong differences
4. Download images of hubcaps from the Internet, for example,
   Hubcap1
   Hubcap2
   Hubcap3
5. Do a Google search for Hubcap Art to find and download examples of painted hubcaps.
6. Download and copy the How to Divide a Circle into 7 Equal Parts worksheet, enough for each student to have one. (Downloads – DividingCircleSevenParts.pdf)

1. View and discuss images of hubcaps. Invite students to share what they know about hubcaps, for example,
   - hubcaps cover the rim of a wheel
   - they protect the central part of the car’s wheel
   - they can be made of plastic or metal
   - some race cars have non-rotating hubcaps that stay in the same position even when the car is moving
2. View and discuss some images of painted hubcaps. Ask students:
   - What stands out for you in the designs? Why?
   - Why do you think people paint on old hubcaps? 
3. Introduce the challenge.

1. Place students into groups of about 6.
2. Ask them to view the hubcap designs and to share thoughts about the works.
3. During the discussion include references to: 
   - Design - How does the design make you feel? Why?
   - Colour - What effect do the colours have on the overall design?
   - Pattern - How has pattern been created?
   - Technical Accomplishment - Where can you see that the artist has paid attention to detail?
   - Message - What does the design tell you about the person who created it?
4. Ask volunteers to share some ideas with the whole class. 

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they share and discuss their designs – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads - Hubcap_tracking.pdf)
4. Have students use the self-assessment form to reflect on their work. (Downloads - Hubcap_self-assessment.pdf)