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by Nancy H. Boyd, for
Grade Level: kindergarten, first
Introduction:
The teacher will begin class with a discussion about butterflies, allowing students to give personal stories about their butterfly experiences. Using an art vocabulary the teacher will introduce the line of symmetry.
 Fold a piece of paper in half to demonstrate the line of symmetry. Cut a heart shape on the fold. Teach the
rhyme. Draw a line down the middle of me and that’s called the “Line of Symmetry”. Look in the book, Jake and the Migration of the Monarch, at butterflies that have been drawn by the artist. Use real butterflies, pictures and reproductions to show how butterfly wings are the same on either side of the butterfly’s body. Students will recognize and name the line of symmetry. Show a variety of examples of symmetrical and asymmetrical objects to students. The teacher will use the terms geometric and organic shapes and show examples. Organic shapes are found in nature. Geometric shapes can be recognized and named by counting the number of sides. The teacher will ask the students to stand and cross their feet to make a butterfly shape. The teacher will demonstrate how to trace around the outline of a student’s feet.
Objective 1:
Students will observe and begin to identify lines of symmetry, repetition of shapes and colors in nature viewing butterflies from around the world and in real life.
South Carolina Visual Arts Standard One: Aesthetic Perception - recognizes design elements, natural or of human origin, describes works of art using an art vocabulary, responds to visual and tactile elements in a work of art.
National Standard III. Choosing and evaluating a range of subject matter, symbols and ideas.
Objective 2:
Students will be paired as partners to trace each others feet creating a symmetrical shape to represent a butterfly. Trace the outline of each others feet crossed one over the other.
Objective 3:
Students will draw and color like shapes on either side of the line of symmetry mimicking real life butterfly wings.
SC Visual Arts Standard Two: Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.
National Visual Arts Standard I.: Understanding and applying media, techniques and processes.
Materials:
Butterfly pictures, if possible real butterflies and examples of student work
12 x 18” white drawing paper or poster board
Large black markers (trace outline)
Crayons
Scissors (optional)
Procedures:
Step 1:
Lay a sheet of paper down on the floor. Cross your left foot over your right foot. Make sure your feet are close together.
Step 2:
Have a friend trace around the outline of your feet together.
Step 3:
Use crayons or paint or markers to design the wings of your butterfly. Remember, what ever design you put on the right you must put on the left.
Step 4:
Cut your Butterfly Feet out, cutting around the contour of the wings. Use black construction paper to cut out the body, head and antenna. Glue the body to the wings.
Step 5:
Display your beautiful butterfly feet. Butterflies can also be cut out around the contour.
Vocabulary: symmetrical, asymmetrical, line of symmetry, organic shape, geometric shape, outline/contour
Assessment: Teacher observation of student’s work
Student observation of work- South Carolina Visual Arts Standard Four-Aesthetic Valuing, National Visual Arts Standard V.-reflecting upon and assessing the merits of their work and the work of others.
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