SchoolArts Magazine

NOV 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 40 of 54

Elementary Studio Lesson Taking a Tricia Fuglestad turn W by color. I used trays and box lids to ho would have thought organize creation stations for the six that creating rotational tables in my artroom, each with four symmetry could be colors, a base plate, and a ¾" (2 cm) this much fun? My L-shaped cardboard shield. students went absolutely bonkers this year when I received a district grant for My favorite sight was Understanding Legos. My plan was to watching my students Rotational dedicate a space in the Symmetry problem solve, take hallway for a wall of For this project, I turns, and celebrate the colorful interlockasked students to coltheir creations together. laboratively create ing plastic bricks. The mere sight of rotational symmetry the boxes in my artroom made every on their base plates, which I thought one of my elementary students beg to would be an easy task since rotational use them. I quickly called in my parent symmetry is nonobjective imagery. helpers to sort the thousands of bricks It was a good move to focus on col36 November 2013 SchoolArts laboration, but rotational symmetry proved to be a challenging concept. When students looked at the base plates they naturally thought of bilateral symmetry rather than rotational symmetry. I introduced the ¾" cardboard shield in order to isolate one quarter of the base plate at a time, allowing students to focus on the design solely within that area. This helped students see and understand rotational symmetry. The Rotational Symmetry Game I turned this lesson into a structured game that encouraged students to take turns, equally participate, and create

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