Creative Makers Week 1

Overview

In this first art-making lesson, students create a symmetrical portrait using basic shapes. They practise planning facial features and using tools (including mirrors) to check symmetry before colouring creatively.

Learning intentions

• WALT create a symmetrical portrait using basic shapes.
• WALT identify symmetry by comparing left and right sides of the face.
• WALT plan facial features and choose at least five different shapes.
• WALT colour creatively while keeping the symmetrical look.

Success criteria

• I can use at least 5 different shapes in my portrait.
• I can show symmetry in the facial features.
• I can colour my portrait creatively.
• I can check symmetry using a mirror and adjust my drawing.

Curriculum links

• Visual Arts: exploring and developing ideas through artmaking processes (drawing, planning, shaping, decorating).
• Visual Arts: using materials and tools safely and effectively to develop artworks.
• Communication and creativity: students share and explain their choices during pair reflections.

Lesson structure (60 minutes)

1. 0–5 min · Hook (engage). Teacher displays images of famous symmetrical portraits (printouts or slides) and asks: “What do you notice about the left and right sides?” Students turn-and-talk to name one thing that looks the same on both sides.

2. 5–15 min · Mini-lesson: symmetry + model. Teacher draws a quick face on the board and demonstrates symmetry using a vertical line down the centre, then checks with a mirror. Students watch and copy the steps in the air: draw centre line → sketch simple features → check with mirror.

3. 15–25 min · Tool demo and shape list. Teacher shows a few basic shapes (circle, oval, square, triangle, rectangle, star) and how they can form features (eyes, nose, mouth, hair). Students choose 5 shapes for their own face from a class shape list (they may hold up fingers or point to shapes on a chart).

4. 25–35 min · Independent creation: sketch plan. Teacher releases students to plan their portrait on paper using pencils and rulers for straight features (centre line, jaw line, eyebrows). Students sketch only (no colouring yet), aiming for a left-right match; they stop halfway to check symmetry with a mirror.

5. 35–48 min · Independent creation: refine symmetry + add shapes. Teacher circulates, prompts, and models “fixing” by adjusting one side until it matches the other. Students refine facial features and ensure they include at least 5 different shapes across the face and hair.

6. 48–58 min · Independent creation: creative colour. Teacher demonstrates quick colouring ideas (pattern, blend, bold highlights, or colour blocks) while keeping symmetry visually strong. Students colour creatively using markers (or crayons if available), then do a final mirror check.

7. 58–60 min · Reflection: pair share (quick). Teacher pairs students and gives one question: “Show me one area where you checked symmetry. Which shapes did you use?” Students share their sketch and give one kind “glow” and one specific “grow” comment.

Resources

• Paper (A4 or A3), pencils
• Rulers
• Mirrors (one per student or per two students)
• Coloured markers (or a limited colour set per group)
• Shape templates for support (circles, ovals, triangles, rectangles, squares)
• Visual aids: symmetry diagram (centre line), example “simple face” model
• Demonstration portrait images (printouts)

Assessment

• Teacher observation checklist during independent sketch: centre line used, mirror checks attempted, 5+ shapes visible.
• Quick questioning during circulation: “What shapes did you choose for the eyes/cheeks/mouth?” and “How do you know it’s symmetrical?”
• Exit/closure evidence: during pair share, students must identify one shape used and one symmetry check step.

Differentiation

• For autistic students: provide shape templates to reduce fine-motor load and support confident planning; offer a clear step-by-step visual cue card (“Centre line → Features → Mirror check → Colour”).
• For diverse learners: model one feature at a time (e.g., eyes first), then release; provide a partially drawn face outline for students who need extra structure.
• Language supports: sentence starters on a small card: “I used ___ shapes for my ___.” “I checked symmetry by looking in the mirror.”
• Extension: for students ready to go further, challenge them to add one patterned detail (e.g., stripes on hair, dots on cheeks) while keeping symmetry.

Unit support (how this lesson fits)

• This lesson establishes the unit’s core artmaking skills: planning ideas, using shapes, developing symmetry, and learning to check and improve artworks.
• It prepares for later lessons by introducing careful drawing, tool use, and creative choices—skills students will reuse in still life drawing/painting and colour work later in the unit.