# HANGING ROUND – Radial Symmetry, Pattern, Colour

Students apply their understanding of radial symmetry and pattern to create a cloth hanging using fabric markers.

180 Minutes

Mathematics
Science
Visual Arts

#### Vocabulary

colour scheme diameter line of symmetry mirror image motif pattern radial balance repetition

#### Materials

Crayola Fabric Markers Crayola Washable Glue Sticks Crayola Scissors Crayola Fine Line Markers - 12 Count Polyester Cotton Fabric - 30.5 cm x 30.5cm (12" x 12") - 1 piece per student Parchment Tracing Paper - 22.9 x 30.5 (9" x 12") - 1 piece per student Masking Tape Yarn or Ribbon Bamboo Skewers - 1 per student Iron White Bristol Board - 30.5 cm x 30.5cm (12" x 12") - 1 piece per student

## Steps

### Step One

1. Use the template to trace a circle on the tracing paper.
2. Cut out the circle.
3. Fold the circle into quarters.

### Step Two

1. Cut along one fold stopping at the centre of the circle.
2. Find the lines of symmetry on the insects you are using for this design.
3. Draw half an insect design along each edge of a 1/4 pie section that includes the cut edge.

### Step Three

1. Fold this section under the paper and trace the design onto the next 1/4 pie section.
2. Unfold the paper.
3. The quarter section is a mirror image of your original design.
4. Fold the 1/2 pie section under and trace it onto the other half of the paper to complete the entire circle.

### Step Four

1. Tape the circle design onto a piece of white Bristol board.
2. Place a piece of fabric on top of the design.
3. Tape it to the Bristol board to hold it in place.

### Step Five

1. Use a small scrap of fabric to test the way the Crayola Fabric Markers will look on your fabric.
2. Trace the drawing and colour it with the fabric markers.

### Step Six

1. Place several layers of blank newsprint on top of layers of newspaper to make an ironing pad.
2. Remove all the tape and the fabric from the Bristol board.
3. Place the fabric on top of the ironing pad with the good side facing up.
4. Place a piece of blank newsprint on top of the fabric.
5. Set the iron to cotton.
6. Gently run the iron back and forth over the paper for about 30 seconds making sure to cover the entire design.
- This will to set the marker ink and make it permanent.
7. Remove the paper.

### Step Seven

1. Place the fabric on your desk with the good side facing down.
2. Fold the edges of the fabric in about .6 cm (1/4") and glue them into place with a glue stick.
3. Do the top last.
4. Apply lots of glue along the top fold.
5. Place a bamboo skewer along the glued surface.
6. Fold the fabric over and press it into place to secure the skewer.

### Step Eight

1. Attach yarn or ribbon to each end of the skewer.

## Learning Goals

Students will be able to:

• create a radial design with an insect motif;
• plan and use a colour scheme;
• use repetition of line and shape to create patterns;
• demonstrate technical accomplishment;
• support their ideas with evidence found in the works.

## Extensions

Have students:

• gather pictures of examples of radial symmetry in nature and compare them with man made designs;
• create collages that include both natural and man made examples of radial symmetry, for example, combine a picture of a bicycle wheel with a sunflower to make something new and still have a radial pattern;
• research one type of radial design in history, for example, mehndi, mandalas, or rose windows and include an artful presentation that requires their peers to make something based on their research.

## Prepare

1. Gather required art materials.
2. Gather and make available books about insects, for example, Insects, by George C. McGavin; DK Eyewitness Books: Butterfly and Moth, by DK Publishing; and Animals: 1,419 Copyright-Free Illustrations of Mammals, Birds, Fish, Insects, etc., by Jim Harter.
3. Download and display the Colour and Repetition Posters available on this website.
4. Teach and/or review colour schemes – analogous, triad, complementary, monochromatic.
5. Teach and/or review radial symmetry.
Notre Dame
Mallorca
Cactus
Coconut Tree
Wheel
Cats
Dragonfly
Beetle
Beetle2
Bee Beetle
Bee Logo
8. Cut fabric into pieces about 27 cm x 27 cm (11" x 11") – one per student.
9. Cut white Bristol board into pieces 30 cm x 30 cm (12" x 12") – one per student.
10. Cut out circle templates with a 23 cm (9") diameter, or gather compasses, or paper plates for students to use to draw their circles.

## Introduction

1. View and discuss the use of shape, pattern and colour in various images of different radial patterns.
2. Invite students to identify the line of symmetry in pictures of different insects.
3. Use a mirror to demonstrate that the halves are mirror images of each other.
4. Discuss how you could turn an insect into a design that uses different colours and shapes to create new, and interesting patterns.
5. Introduce the challenge.

## Activities

### The Challenge

1. Create a radial design with an insect motif.
2. Plan and use a colour scheme.
3. Use repetition of line and shape to create patterns.
4. Demonstrate technical accomplishment.
5. Support your ideas with evidence found in the works.

### 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 created:
- an effective insect motif
- an effective colour scheme
- effective patterns by repeating lines and colours
- a fabric hanging 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.
- Compare their work and describe to each other what they did to get certain effects.
- Discuss the things that are especially effective and why.

- Talk about what they found difficult and what they found easy to do.
3. Share ideas with the whole class.
4. Ask students to tell how they felt about doing this project.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.