Symmetry: “The Butterfly”

Reiko Domai

EDUC 440

The lesson plan I will be evaluating is called Symmetry: “The Butterfly” which I found in the document “Shared Learnings: Integrating BC Aboriginal Content K-10.” This plan is intended for a grade 4-7 visual arts and/or math class.

The purpose of this activity is to provide opportunities for students to understand the use and importance of symmetry for Pacific Northwest Coast Aboriginal peoples and for students to create examples of Pacific Northwest Coast artwork. It is expected that students will:

• Identify and compare the distinctive styles, materials and processes of artists from various cultures and historical periods
• Give examples of images from personal, social, cultural and historical contexts, including Canadian context and explain their purpose
• Create images in response to distinct art styles from a variety of cultures, artists and periods

        The suggested approach has 5 steps:

1. Discuss with the class symmetry in their everyday lives. The teacher can ask students where symmetry is seen in life, in school, at work, and in how they act and feel.
2. Explain to students that the idea of symmetry and balance is very important in Aboriginal culture, and that it is expressed through their art. The teacher should then show the students examples of Aboriginal art and have students observe and describe the symmetry.To lead into the lesson ask students the following questions: What animals are symmetrical? Have you ever made symmetrical designs? Is there a way to make symmetrical designs easily? (folding, mirroring)
3. Hand out the worksheet.
4. As a class, summarize what they have learned and how they can use this knowledge of symmetry and balance. For example:

• In life: Where can you see symmetry around you? Would you change some things now that you know more about symmetry?
• At work: In which professions is symmetry important? Why?
• In your actions or feelings: Do you want to have more symmetry or balance in your actions or feelings? How can you start to change if you want to?
• In Aboriginal cultures: Where can you see symmetry in Aboriginal designs? Why is symmetry and balance important to Aboriginal peoples?

This plan could be useful and interesting in an art or math class, but it is not particularly helpful in teaching students about Aboriginal art. The first thing I found problematic was that there seemed to be little reason for choosing to centre the project around butterflies specifically, other than that they are good examples of symmetry. In the lesson plan, it is not explained why the butterfly was chosen, or what significance they have in Aboriginal art and culture. Secondly, the drawings of the butterfly on the worksheet did not look particularly Aboriginal in style. In fact, it lacked any particular style. Again, I did not see a connection between butterflies and Aboriginal art.

Another weakness of this plan was that it did not include much Aboriginal discussion. The teacher seems to be focussing on symmetry, and Aboriginal art is just an aside to that. It is almost as though this lesson plan about symmetry already existed, and was then injected with an Aboriginal element.

This plan involves the following two First Peoples Principles of Learning:

• Learning is holistic, reflexive, reflective, experiential, and relational
• Learning involves recognizing the consequences of one’s actions^[1]

In the first step of the lesson, students are asked how symmetry is seen and experienced in how they act and feel. The lesson plan suggests reminding students that when you do something, you can see your actions reflected in another person’s face or eyes. Students are also asked what kinds of things a person must balance in order to live a happy life. Through such inquiry, students are required to reflect upon themselves and consider the consequences of their own actions as they affect others and themselves.

        The lesson plan in itself does not make a meaningful contribution to Aboriginal education. However, it could be used as a framework, then adapted and made more significant.

        There are several ways I would suggest adapting this lesson. First of all, instead of drawing a butterfly to demonstrate symmetry, I would suggest finding several local authentic artifacts and photos that have a symmetrical element to them. Together as a class, the teacher and students could discuss and research the significance of these artifacts and photos as they relate to Aboriginal memory, history, culture, and community. Through the discussion of these matters, the teacher would have the opportunity to include the themes of decolonization and reconciliation. This adaptation would also allow the teacher to include the following additional First Peoples Principles of Learning:

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
• Learning is embedded in memory, history, and story.^[2]        

        Once students have an thorough understanding of the artifacts and photos, the teacher would cover up or cut off half of the symmetrical form. Students would be required to use the remaining portion of the image to replicate the other missing half.

        My proposed adaptation would meet several learning standards for grades 4-7, as students in these grades are required to know image development strategies as well as traditional Aboriginal arts.

        Though the original lesson plan does not address Aboriginal themes appropriately, it can be adapted in various ways to better incorporate them.

References:

British Columbia Ministry of Education, comp. Shared Learnings: Integrating BC Aboriginal Content K-10. N.p.: n.p., 2006. Print. pp. 134-136

"First Peoples Principles of Learning." Ed. First Nations Education Steering Committee. N.p., n.d. Web.