Symmetry Colouring

Overview

Lesson 2 of 8 continues our “Creative Makers: Hands-On Art” unit by improving symmetry portraits with a patterned background, colour choices, and clear, neat details. Students build on Week 1’s symmetrical portrait outline and develop understanding of how colour and patterns can create visual interest.

Learning intentions

WALT enhance our symmetrical portraits with colours and patterns.

Success criteria

Students can:

• include a patterned background across the whole portrait frame
• use at least three different colours (not just one or two)
• make details clear (lines and features are easy to see)
• keep the artwork neat (careful colouring, glue where needed, tidy edges)

Curriculum links

• Visual Arts: develop ideas and images through artmaking, using processes such as drawing and colouring to communicate meaning
• Visual Arts: explore and use colour and pattern to create visual impact and represent ideas
• Key competencies: thinking (plan colour and pattern choices), managing self (take time to work neatly), relating to others (give and receive respectful peer feedback)

Lesson structure (60 minutes)

1. 0–7 min · Hook: Portraits around us. Teacher shows 2–3 quick examples of well-known portraits (printouts or projected images) and asks: “What makes these portraits stand out—colour, pattern, or details?” Students turn-and-talk, then share one observation.

2. 7–16 min · Mini-lesson: Colour basics for impact. Teacher introduces simple colour ideas: “Warm vs cool” and “contrast helps details stand out.” Model 2 short examples on scrap paper: one portrait with 3+ colours and one with a patterned background. Students choose colours in the air (or with fingers) and name 3 colours they will try.

3. 16–18 min · Plan check: background first. Teacher reminds students to work from a clear plan: patterned background, then portrait colours and details. Students quickly sketch (light pencil) 2–3 pattern ideas for the background (e.g., stripes, dots, swirls) using a small corner of their page.

4. 18–43 min · Independent creation: Colour + pattern time. Teacher circulates to prompt decisions: “Are you using at least three colours?” “Does your background pattern cover the space?” Students colour symmetrically where needed, add patterned background, and refine details (eyes, hair, facial features) carefully and neatly.

5. 43–52 min · Guided support rounds (teacher and small groups). Teacher runs 2–3 targeted mini-circles:

• group A: patterned background coverage
• group B: colour variety (at least three colours)
• group C: neatness and clear details (slow down, press lightly, tidy edges) Students join the group they need, then return to complete their portrait.

6. 52–60 min · Reflection: Peer feedback (Glow and Grow). Teacher explains feedback stems: “Glow: one thing I really like…” and “Grow: one suggestion to improve…” Students use a checklist version of the success criteria to give one supportive comment to a partner, then make one final improvement before showing.

Resources

• Students’ Week 1 symmetrical portrait outlines (paper)
• Coloured pencils and/or crayons (at least 6–10 colours per class set)
• Glitter and glue (small amounts; tissue or scrap paper for spills)
• Pattern examples on a visual cue card (dots, stripes, checker, swirls)
• “Glow and Grow” feedback sentence starters
• Printed checklist: patterned background, 3 colours, clear details, neatness
• Scrap paper for quick planning thumbnail
• Wipes/towels and bins for cleanup

Assessment

• Teacher observation during creation: checks for patterned background coverage and use of 3+ colours
• Quick conferencing prompts: “Show me where your pattern is” and “Which three colours did you choose?”
• Exit reflection through peer feedback using success criteria language

Differentiation

• Autistic students:
• Offer structured choice cards showing pre-made pattern options and colour sets (visual supports)
• Provide step-by-step visual routine: Plan → Pattern background → Portrait colours → Details → Neat check
• Allow verbal explanation during mini-lessons and short support check-ins without taking away from making time
• Diverse learners (range of fine-motor skills):
• Provide a “neat tool” approach: pencil for outlines, then crayons for filling large areas
• Offer thicker-colour crayons or pencil crayons for easier colouring grip
• Language support:
• Use sentence starters for feedback (Glow/Grow) and for verbal planning (“My pattern will be… I used…”)
• Keep instructions short and repeat them with visual cues
• Extension (for students finishing early):
• Add one extra detail element: small stars, texture lines, or a secondary pattern within the background to increase complexity