Learning Activity

Symmetrical Stained Glass Window

Subject Area

Arts Education
Mathematics

Grade(s)

4

Overview

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry. The teacher will pose a real-world problem that requires the students to create a design for a stained glass window. Using virtual manipulatives, students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

This activity was created as a result of the Arts COS Resource Development Summit.

Mathematics (2019) Grade(s): 4

MA19.4.29

Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

Unpacked Content

UP:MA19.4.29

Vocabulary

  • Symmetry
  • Two dimensional figure
  • Line of symmetry

Knowledge

Students know:
  • Characteristics of lines of symmetry.

Skills

Students are able to:
  • Define a line of symmetry for a two-dimensional figure.
  • Identify and draw lines of symmetry for two-dimensional figures.

Understanding

Students understand that:
  • a line of symmetry divides a shape into two parts such that when folded on the line, the two parts match.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.2

Collaboratively design and create artwork that has meaning and purpose.

Unpacked Content

UP:AE17.VA.4.2

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Phase

After/Explain/Elaborate
Learning Objectives

Learning Objectives

Students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

Activity Details

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry.

Pose this real-world problem to the students:

I have decided to renovate my kitchen at home. I love stained glass windows and would like to put a stained glass window above my kitchen sink window.  I need your help in designing my stained glass window. I like things to be symmetrical in my house, so you will need to make sure your design has at least one line of symmetry.

Show the students a few examples of stained glass windows. You can use the following link or provide your own examples: stained glass windows.  

Students will work collaboratively in a small group or with a partner and use the virtual manipulative link to design their symmetrical stained glass window.  They can use any of the manipulatives on this link or you might want to limit them to using the pattern blocks only. Students will print their design on a color printer or print it in black and white and color it. 

Assessment Strategies

Assessment Strategies

Each stained glass window design must be symmetrical and have at least one line of symmetry. Students should be able to identify the line of symmetry. 

Variation Tips

You can differentiate this activity according to ability level by making higher level students create a design with two or more lines of symmetry.  

Background and Preparation

Background / Preparation

Teachers will need to visit the virtual manipulative link prior to the lesson to familiarize himself/herself with it.  

Students should already be proficient in finding lines of symmetry.

Each group of students will need access to a device with Internet access. 

Digital Tools / Resources

Virtual Manipulatives
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Int…

Approved Date

Owner (Author)

scarver17
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