3 sessions; 45 minutes per session

Upon completion of this lesson, students will be able to:
- Use Bi-lateral symmetry to draw a Wycinanki design.
- Create a design/composition in the style of Polish Wycinanki (nature and geometric shapes).
- Use good craftsmanship and skill to cut and mount their cutouts.

Images of Wycinanki, projector and screen, black and colored construction paper, rulers, pencils, erasers, scissors, and glue

Need these materials? Visit Blick!

1. Show students a step-by-step demo of how to draw a Wycinanki design:
- Fold the paper in half (like a hot dog).
- Place the folded paper in front of you like a book.
- Draw an image (remind students that most Wycinanki have a large abstracted tree in the middles and then has many different nature and geometric designs) and refer back to the pictures of real Wycinanki.
2. Some ideas for students to add to their design are birds/roosters, trees and leafs, flowers and plants, other animals, abstract designs and shapes.
3. Clean up.

Day 2/3 (35 minutes)
1. Allow students to finish drawing their designs if necessary.
2. Show students how to cut out their design so that when they unfold their paper they have a symmetrical design.
3. Have students glue their cutout on a piece of brightly colored paper. As a bonus step, Students can add colored paper to their original black design.

Students will be assessed in alignment with the objectives of the lesson:

- Did the student use the bi-lateral symmetry technique to create their Wycinanki design?
- Is the student’s design in the style of traditional Wycinanki paper cutouts?
- Did the student demonstrate skill and craftsmanship in drawing, cutting, and mounting their Wycinanki paper cutout?

Book: Art From Many Hands: Multicultural Art Projects by: Jo Miles Schuman
Bing Image Search: Polish Wycinanki
Website (templates for differentiation):
http://www.dltk-kids.com/world/mwycinanki.html
Website: http://www.thatartistwoman.org/2010/11/wycinanki.html

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students understand there are different responses to specific artworks

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

European Art, Folk Art

Balance, Contrast, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Unity/Harmony

Paper

History/Social Studies, Math, Multicultural Studies

3rd-4th grade Polish Wycinanki.docx
Polish template 1.docx
Polish template 2.docx