2. Vocabulary & Q’s to define
during Power Point
1. Radial Symmetry
2. Balance
3. Asymmetrical Balance
4. Mirror/Bilateral Symmetry
5. Types of Man Made Balance
6. Types of Nature Balance
7. Congruent
8. Radius
9. Diameter
10. How many sections should your mandala have?
3. Radial Symmetry
Radial symmetry or balance is a type of balance
in which the parts of an object or picture are
regularly arranged
and radiate from a
central point. It
appears both in
natural and in
human-made
objects.
4. Three Types of Balance or
Symmetry
Radial Symmetry is only one of three types of balance. The others are
Mirror or Bilateral Symmetry and Asymmetry.
5. Mirror or Bilateral Symmetry
Also called reflectional or line
symmetry, mirror or bilateral
symmetry is a type of balance in
which a center line, called the
line of symmetry, divides an
object in half so that one side
mirrors the other.
6. Asymmetrical Balance
In art, asymmetrical balance is a form of
symmetry in which the two sides of a picture or
object are different but are visually balanced.
They are visually equal
without being identical.
Most modern art
is asymmetrical.
Starry Night
by Vincent Van Gogh
7. Radial symmetry is found in
both natural and human-made
objects.
Natural Objects
10. Objects that have radial symmetry can
be divided into equal pieces like a pie.
Each equal piece of a pie
is also a congruent shape.
Congruent shapes are
exactly the same in size
and shape.
11. The radius of a circle is the distance from
the center of a circle to any point on the
circle. If you place two radii end-to-end in
a circle, you would have the same length
as one diameter. Thus, the diameter of a
circle is twice as long as the radius.
12. The Diameter starts at one side of the
circle, goes through the center and ends on
the other side. The Circumference is the
distance around the edge of the circle.
17. One type of human-made radial
symmetry is the mandala. A mandala is a
symbolic pattern, usually in the form of a
circle divided into four sections.
18. Mehndi are radial designs
painted on the hands for special
occasions in some countries.
28. •Do NOT trace over the guide lines with black
marker.....for you may want to erase some of them like
I did.
•Do EVERYTHING in pencil first LIGHTLY. These
lines are just guides that will help to provide you with
"Balance"- the basis of all mandalas.
•
The key is to start at the center and work your way
outward in a radiating manner. So if incorporating any
words or sayings.....it will read from the center out.
Tips before we get started…
29. 1. Trace variety of circles on your square
piece of “good” paper
30. 2. Eye up where you think the CENTER of
the smallest circle is...and place a dot.
31. 3. Use a Ruler to draw a vertical line that goes from 12
o'clock...thru the center dot...and onto 6 o'clock like you see above.
32. Next, eye up where you think the 3 and 9 o'clock would be....and now
draw a horizontal line thru the center.
33. 5. Place a dot where you think the 1 and 2 o'clock will be....as well as
the 10 and 11 o'clock.
You do NOT need to place dots below the horizontal line.
Match up your ruler with each of these marks, one at a time, being
sure to intersect the center dot. This will give you an 8 section
layout when you are done.
34.
35. HOW TO COLOR WITH COLORED
PENCILS & MARKERS:
Lay down a base color with marker/highlighter
Using colored pencils, find the closed up areas
of your letters and in between them. Select at
least two colors of the same color family (light
and dark blue, light and dark green, yellow and
yellow orange....pink and purple)....color the
entire space with lightest color first, but do not
press too hard at first....just put some color
down...then around the edges, apply the darker
color...pressing harder at first, then lightening
the pressure toward the center.....then blend with
the lighter color pressing a little harder this time.
36.
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40.
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43.
44. Learning outcome-
Geometry and spatial reasoning.
The student recognizes congruence
and symmetry.
The student is expected to:
(A) identify congruent shapes;
(B) create shapes with lines of
symmetry using concrete models and
technology; and
(C) identify lines of symmetry in
shapes.
