Jessica Reidmiller

Rose Window, 3rd grade

Pennsylvania Academic Standards and Common Core Standards
9.1.3.A:
Know and use the elements and principles of each art form to create works in the arts and humanities.
Elements: color, form/shape, line, space, texture, value & Principles: balance, contrast, emphasis/focal
point, movement/rhythm, proportion/scale, repetition, unity/harmony
9.1.3.B:
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce,
review and revise original works in the arts.
9.1.3.H:
Handle materials, equipment and tools safely at work and performance spaces.
Objectives
Students will:

create symmetrical designs

compare and contrast symmetrical and non-symmetrical images

Student-Friendly Learning Targets

I can:
create symmetrical designs

compare and contrast symmetrical and non-symmetrical images

Vocabulary
Tier 1:
scissors
circle
construction paper

Tier 2:
shape

Materials
black construction paper 12x12
white colored pencils
large circle stencils
glue stick
scissors
colored tissue paper
Resources
http://www.education.com/activity/article/rose-window/

Tier 3:
symmetry
stained glass
rose window/Rennaisance

http://dragon_azure.tripod.com/UoA/Med-Arch-Rose-Window.html
http://www.encyclopedia.com/topic/rose_window.aspx
http://www.britannica.com/technology/rose-window
Macaulay, David Cathedral: The Story of Its Construction

Instructional Procedures/Activities
Class 1
1. Introduce symmetry and stained glass using a power point. Ask students question: why they
think a rose window is called that & what in the room is symmetrical.
2. Then gather the students around the front table and demonstrate tracing the circle stencil and
how to cut it out.
3. Once the circle is cut out students will fold it once in half and then in half again so that it is a
triangle.
Class 2
1. Review symmetry and I can statements. Next have the students compile a list of shapes. Then
show students where and how to draw the shapes on their papers (along the folded edges with a
finger width between each one).
2. Students will not cut out the shapes until the teacher has checked that they are drawn on the
right sides. Then students can cut the shapes out.
3. If there is enough time show students how to glue on the tissue paper. Students should cut the
tissue paper to fit the size of the shape.
Class 3
1. Review symmetry and demo cutting and gluing tissue paper. Each table should have its own
basket of tissue paper.
2. Once all of the students are done hang up several student's work and talk about them. Which
ones are symmetrical, what do you like about them, & what makes a really good design.
Higher-Order Thinking
Level 1 (Recall)- Students will recall what makes a symmetrical pattern.
Level 2 (Skill-Concept)- Students compare and contrast symmetrical and non-symmetrical
objects/images.
Level 3 (Strategic Thinking)- Students create own symmetrical patterns, using different shapes
(geometric and organic).
Assessment
Formative:
Teacher observation of student's ability to follow
directions and learn skills necessary for project.
(i.e. cutting shapes out)

Summative:
Rubric used to assess understanding of symmetry
and craftsmanship.

Follow-up
Identifying and creating symmetry is an important part of compositional principles of art. When the
students move into higher levels of art they will learn about the principles of design and one of them is
balance, symmetry falls under this principle. The ability to cut on lines and glue neatly are important
skills in other future projects.