Quick summary: In this lesson, students combine skills in Mathematics and Visual Arts to create mirrors inspired by Mexican folk art. They begin by viewing examples of Mexican paintings and observing similarities in the artworks. They subsequently connect their observations with knowledge and understanding of symmetry to create their mirrors. In this way, the lesson engages students in the interconnected nature of art and mathematics.
Learning intentions: Students will…
- … create representations of rotational (radial) symmetry.
- … apply a range of techniques from different cultures and times to create works of art.
21st century skills:
Australian Curriculum Mapping
Year 5 and 6 Visual Arts
- Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114).
- Develop and apply techniques and processes when making their artworks (ACAVAM115).
- Plan the display of artworks to enhance their meaning for an audience (ACAVAM116).
- Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117).
Year 5 Mathematics
- Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114).
Year 6 Mathematics
- Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142).
- Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141).
Syllabus outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4, MA3‑1WM, MA3‑2WM, MA3‑3WM, MA3-15MG, MA3-16MG.
General capabilities: Numeracy, Critical and Creative Thinking, Intercultural Understanding, Literacy.
Relevant parts of Year 5 and 6 Visual Arts Achievement Standards:
By the end of Year 6, students explain how ideas are communicated in artworks they make and to which they respond. They describe characteristics of artworks from different social, historical and cultural contexts that influence their art making. They work collaboratively to share artworks for audiences, demonstrating skills and techniques.
Relevant parts of Year 5 and 6 Mathematics Achievement Standards:
By the end of Year 5…They describe transformations of two-dimensional shapes and identify line and rotational symmetry.
By the end of Year 6… Students describe combinations of transformations. They solve problems using the properties of angles.
Topic: Art & Craft.
Unit of work: Learning Through Art & Craft – Primary.
Time required: 120 mins.
Level of teacher scaffolding: Medium – Students are given explicit step-by-step instructions for completion of the task, however may require support to accurately measure angles and/or trace and replicate their design.
- Coloured pencils and sticky tape (for students to share)
- Device capable of showing videos and projecting examples to the class
- Decorative Foil Squares (silver sheets) or aluminium foil
- Folk Art Mirror Step-by-Step Instructions (projected, or one per two students)
- HB pencils
- Note paper for each student
- Student Worksheet (one copy per student)
- Small Kinder Circles (one per student)
- Tracing paper.
Keywords: Folk art, tone, art, colour, contrast, pattern, repetition, unity, symmetry, rotation, balance, craft.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.