Exploring Symmetry Through Self-Portraits

Lesson Overview

Year Group: Year 2
Subject: Art and Design
Lesson Duration: 45 minutes
Class Size: 18 students

National Curriculum Link

Art and Design – Key Stage 1

• Pupils should be taught to:
  • Use drawing to develop and share ideas, experiences, and imagination.
  • Develop a wide range of techniques using line, shape, form, and space.
  • Learn about symmetry as part of understanding balance in composition.

Mathematics – Key Stage 1

• Recognise and explore symmetry in the world around them, linking art with mathematical concepts.

Learning Objectives

By the end of the lesson, students will:

1. Understand what symmetry means in art and nature.
2. Recognise symmetry in their own faces.
3. Create a self-portrait using symmetry techniques.

Resources Needed

• A4 blank paper (one per student)
• Mirrors (small, handheld ones for each table)
• Pencils and erasers
• Rulers
• Black fine-tip pens or coloured pencils
• Images of symmetrical faces (e.g., famous portraits, nature)
• Pre-prepared half-face portrait templates for challenge extension

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Lesson Structure

1. Introduction (10 minutes) – What is Symmetry?

Teacher Explanation & Discussion:

• Show a few symmetrical objects (butterflies, buildings, faces) and ask:
  • “What do you notice about these images?”
  • “Can you find a line that would split them into two identical halves?”
• Introduce the concept of the line of symmetry in art.
• Use a handheld mirror against half of an image to reflect and create symmetry.

Link to Self-Portraits:

• Hold up a student’s photo (with permission) and place a mirror down the middle.
  • “Does your face look the same on both sides?”
  • “Are things exactly the same, or are there small differences?”

2. Main Activity (25 minutes) – Drawing a Symmetrical Self-Portrait

Step 1: Folding & Guidelines (5 minutes)

• Students fold their blank paper vertically to create a centre line.
• Using a ruler, they lightly draw this centre line as a guide.

Step 2: Observing Features (5 minutes)

• Students look in handheld mirrors and touch their faces as they describe:
  • “My eyes are the same shape on both sides.”
  • “One of my eyebrows is slightly higher.”
• Discussion on facial proportions (e.g., eyes are halfway down the face, nose is central).

Step 3: Sketching the Symmetrical Face (10 minutes)

• Students lightly sketch one half of their face, using the centre line as a guide.
• Guide them through:
  • Drawing matching eyes
  • Aligning features along the symmetry line
  • Keeping proportions balanced

Step 4: Enhancing Details (5 minutes)

• Once both sides are drawn, students go over their lines with black pens or coloured pencils.
• They can add hair, glasses, and small details while maintaining symmetry.

3. Plenary (10 minutes) – Reflection & Peer Feedback

• Display the self-portraits.
• Peer Review: Students swap with a partner and discuss:
  • “What looks symmetrical?”
  • “What did they find tricky?”
• Discuss how symmetry is found in real life (animals, flowers, objects).
• Showcase a few student examples and celebrate their artwork.

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Differentiation & Challenges

Support:

• Provide pre-printed templates with half of a self-portrait for students to complete.
• Allow tracing activities before attempting freehand drawing.

Challenge / Extension:

• Ask students to add background elements with symmetry (e.g., patterned borders, symmetrical objects).
• Introduce shading techniques to create depth while maintaining balance.

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Assessment Opportunities

• Observation – Are students applying symmetry correctly in their work?
• Discussion – Can students explain what symmetry is and identify it in their drawings?
• Art Review – Do their self-portraits show an understanding of alignment and facial feature balance?

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Reflection & Next Steps

• Teacher Reflection: Were students able to grasp symmetry effectively? Did they engage with the drawing process?
• Follow-Up Activity:
  • Next lesson, introduce colour theory and allow students to enhance their portraits with complementary and harmonious colours.
  • Link this learning to Maths (identifying symmetrical shapes in classroom objects).

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This lesson is designed to spark creativity while reinforcing symmetry in a fun, relatable format. Students will see themselves as artists, developing confidence in both art and mathematical thinking.