Creating Mandalas within your "Nature"
Rebecca Lindblade
Email: [email protected]
Date: 8/6/2013
Grade Level: 7th grade
Time: 3-90 minutes class periods
Lesson Overview: Students will review previous lessons of sand mandalas and Andy Goldsworthy and the process of the two themes. Students will discuss locations in their life that escapes them from stressful times. Students will imagine this location and the objects within it. Students will review their routine/ritual they do within this location.
Visual Culture Component: The students will be shown different locations within a daily life and describe the objects within them. The students will be shown by teacher examples to use the location they choose to create a mandala to reflect it.
South Carolina State Standards:
VA7-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
VA7-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through the artworks.
VA7-2.3 Select the elements and principles of design to create artworks with a personal meaning.
VA7-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA7-3.4 Compare and contrast his or her works of visual art with those of an established artist.
VA7-5.1 Compare various purposes of works of visual art
Lesson Objectives:
The student will:
· Review previous lessons on processes of making a mandala.
· Brainstorm about a location that they go to get away from stressful time.
· Demonstrate their understanding of the location and objects in a mandala of their own.
Vocabulary Words:
· Mandala- geometric form that is used within Tibetan Buddhism culture to reference the cycle of the universe, a meditation process
· Impermanence- not existing through long periods of time
· Ritual- a type of ceremony consisting of a series of actions
· Composition- pieces coming together to create a whole
· Positive/Negative space- the contrast between the object and the background
· Balance: Symmetrical- equal “weight” on both sides of the piece
Asymmetrical- uneven weight within the piece
Radial- elements are “radiating” from the center of the piece
· Routine- series of actions that follow a regular procedure
· Color Theory- the mixing and arrangement of colors (tint, hue, shade, complementary, primary, secondary, tertiary)
· Tracing- using light sketching to transfer an object
· Blending- mixing of color/s
Historical/Cultural Component:
· Teachers need to be able to pick an area where they feel at peace during stressful times and explain the objects they have chosen within their own mandala.
· To create a connection between previous lessons talk about the process/ritual within this location and the process the monks and Andy Goldsworthy go through within their own “mandalas.”
· Information about Color Theory:
o Tint, Hue, Shade, Complementary, Primary, Secondary, & Tertiary
· Teachers will need to review tracing and blending processes
Image Descriptions:
To review works by Andy Goldsworthy and Tibetan monks go back to previous lesson plans and choose a few images to show students to refresh memories.
Show images of rooms within a house for students to begin to understand the goal of the lesson. Example:
· Kitchen- some people see cooking as a stress reliever. Objects such as an oven, pots and pans, cooking utensils, etc. could be used in a mandala.
Be sure to include visuals in a short power point for a brief color theory lesson prior to students using colored pencils (day two and three).
Questioning Strategies:
Leading Response Questions:
· When you need to get away where is the first place you go?
· Imagine you’re in this place. What objects do you see around you?
· How is the lighting?
· Is there a certain smell to it?
· Where do you sit in this location?
Information Process Questions:
· Are there certain objects that you pick up?
· What routines do you go through within this room?
· Is there a certain routine that helps you relieve stress?
· Do you consider this a type of ritual?
· Are there changes that happen in this place?
Productive Questions:
· How are you going to organize these objects?
· What colors are you going to use?
· Will the colors reflect the lighting within the location you chose?
· What will be the center of your mandala? Just like how the big deity (god) is centered within the sand mandalas.
· Are there patterns within your chosen place that you can use within your mandala?
Lesson Procedure:
Day One:
1. When students arrive have an essential question up on the board for today’s lesson: Describe a place you go to get away from stressful times? (5 minutes to complete)
2. Begin class reviewing the previous lessons of sand mandalas and works of Andy Goldsworthy. Discuss how both of these use a form of ritual and routine within their mandalas (5-10 minutes).
· How did the monks go through their process of their sand mandalas?
· What about Andy Goldsworthy?
· Are there any similarities between the two?
· Any differences?
3. After reviewing previous lessons, begin to let the students share their answers to the essential question with the students (10 minutes). To continue with discussion ask questions like:
· What objects are in this place?
· What do you do in this place?
· What is the overall feel of this location?
· Do you have a certain routine within this place?
4. Let students share and ask questions with a partner about their location. This will help them begin to have a good feel of the place they have chosen (10 minutes).
5. As a class, pull up a few images in a power point of different rooms within a house. Lead a discussion about what images reside there and the tone of the room/s. Connect the routines within these images to the process/routines the monks and Goldsworthy go through to make their mandalas (10 minutes).
6. Show them your teacher examples and explain to them your own process. This gives them a better idea of where this project is going (5 minutes).
7. Give students a sheet of paper to start drawing several objects within the location they have chosen. Let them brainstorm with these objects (15 minutes).
8. When students are close to sketching these objects, demonstrate the process of using tracing paper before handing it out (5 minutes).
9. For the remainder of class, let them create a mock up of their mandala and experiment with the placement of the objects they have chosen (give them 5 minutes to clean up their area).
Day Two:
1. Students will take out notebooks and answer essential question on board: What is color theory?
2. After giving the students 5 minutes to answer the essential question, allow them to share their answers with the class (5 minutes).
3. Introduce color theory and the use of mixing and arranging colors. This can be done using visuals in a power point form and examples within the mandalas from previous lessons (10 minutes).
· Mixing of colors (primary, secondary, tint, shade, complementary, tertiary)
· Feelings/Emotions behind color
· How are these colors used within Goldsworthy and Monk mandalas
4. Ask questions connecting color theory and the location they have chosen the previous day (5 minutes).
· Does the lighting in this room create certain shades or tints?
· What colors can you use within your mandala to complete each other?
· What primary colors will you use? What about secondary?
5. Using teaching examples, begin to show them shading techniques using colored pencils. Make sure students have a good grasp on this before giving them their final paper* (5 minutes)
6. Pass out sketch papers from yesterday and let students continue to go through sketching and tracing processes.
7. Students will now be working at their own pace for the rest of class.
Day Three:
1. At the beginning of class, ask students about their process for their final mandala. See if they are unsure about anything so far or need anything explained further (5 minutes).
2. Pass out materials and let students work for the remaining class period.
3. When students are ready, allow them to get a 12” x 12” paper for their final mandala.
4. Students will also be turning in a paragraph about their final mandala explaining their process and comparing them to the monks and Goldsworthy.
5. At the end of class, do an overview of what has been learned within the past week about mandalas. Ask them what they found interesting and how they used their new knowledge to create their own mandala (10 minutes).
Evaluation:
Not only will students write a paragraph about the process of their final mandala and how they compare to the monks and Goldsworthy, but a rubric will also be given for the final mandala. This rubric should include:
· Have they used 4 to 6 objects within their mandala?
· Did they successfully use the tracing method?
· Do you see complementary colors within their mandala?
· Are there use of tints and shades within their mandala?
· Did they explain the meaning behind each object?
Materials and Preparation:
· 8”x12” sketch paper
· Colored pencils
· Pencils
· Scrap tracing paper
· 12” x 12” tracing paper
· 12” x 12” drawing paper (final)
· Be sure to create any needed power point prior to class
· Have teacher example ready prior to lesson
Resources:
Images can be found in “Image descriptions” (use images that you find the most useful)
Extra Materials:
**Students will need pencil and paper for essential questions are the beginning of class and to write their evaluation**
Email: [email protected]
Date: 8/6/2013
Grade Level: 7th grade
Time: 3-90 minutes class periods
Lesson Overview: Students will review previous lessons of sand mandalas and Andy Goldsworthy and the process of the two themes. Students will discuss locations in their life that escapes them from stressful times. Students will imagine this location and the objects within it. Students will review their routine/ritual they do within this location.
Visual Culture Component: The students will be shown different locations within a daily life and describe the objects within them. The students will be shown by teacher examples to use the location they choose to create a mandala to reflect it.
South Carolina State Standards:
VA7-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
VA7-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through the artworks.
VA7-2.3 Select the elements and principles of design to create artworks with a personal meaning.
VA7-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA7-3.4 Compare and contrast his or her works of visual art with those of an established artist.
VA7-5.1 Compare various purposes of works of visual art
Lesson Objectives:
The student will:
· Review previous lessons on processes of making a mandala.
· Brainstorm about a location that they go to get away from stressful time.
· Demonstrate their understanding of the location and objects in a mandala of their own.
Vocabulary Words:
· Mandala- geometric form that is used within Tibetan Buddhism culture to reference the cycle of the universe, a meditation process
· Impermanence- not existing through long periods of time
· Ritual- a type of ceremony consisting of a series of actions
· Composition- pieces coming together to create a whole
· Positive/Negative space- the contrast between the object and the background
· Balance: Symmetrical- equal “weight” on both sides of the piece
Asymmetrical- uneven weight within the piece
Radial- elements are “radiating” from the center of the piece
· Routine- series of actions that follow a regular procedure
· Color Theory- the mixing and arrangement of colors (tint, hue, shade, complementary, primary, secondary, tertiary)
· Tracing- using light sketching to transfer an object
· Blending- mixing of color/s
Historical/Cultural Component:
· Teachers need to be able to pick an area where they feel at peace during stressful times and explain the objects they have chosen within their own mandala.
· To create a connection between previous lessons talk about the process/ritual within this location and the process the monks and Andy Goldsworthy go through within their own “mandalas.”
· Information about Color Theory:
o Tint, Hue, Shade, Complementary, Primary, Secondary, & Tertiary
· Teachers will need to review tracing and blending processes
Image Descriptions:
To review works by Andy Goldsworthy and Tibetan monks go back to previous lesson plans and choose a few images to show students to refresh memories.
Show images of rooms within a house for students to begin to understand the goal of the lesson. Example:
· Kitchen- some people see cooking as a stress reliever. Objects such as an oven, pots and pans, cooking utensils, etc. could be used in a mandala.
Be sure to include visuals in a short power point for a brief color theory lesson prior to students using colored pencils (day two and three).
Questioning Strategies:
Leading Response Questions:
· When you need to get away where is the first place you go?
· Imagine you’re in this place. What objects do you see around you?
· How is the lighting?
· Is there a certain smell to it?
· Where do you sit in this location?
Information Process Questions:
· Are there certain objects that you pick up?
· What routines do you go through within this room?
· Is there a certain routine that helps you relieve stress?
· Do you consider this a type of ritual?
· Are there changes that happen in this place?
Productive Questions:
· How are you going to organize these objects?
· What colors are you going to use?
· Will the colors reflect the lighting within the location you chose?
· What will be the center of your mandala? Just like how the big deity (god) is centered within the sand mandalas.
· Are there patterns within your chosen place that you can use within your mandala?
Lesson Procedure:
Day One:
1. When students arrive have an essential question up on the board for today’s lesson: Describe a place you go to get away from stressful times? (5 minutes to complete)
2. Begin class reviewing the previous lessons of sand mandalas and works of Andy Goldsworthy. Discuss how both of these use a form of ritual and routine within their mandalas (5-10 minutes).
· How did the monks go through their process of their sand mandalas?
· What about Andy Goldsworthy?
· Are there any similarities between the two?
· Any differences?
3. After reviewing previous lessons, begin to let the students share their answers to the essential question with the students (10 minutes). To continue with discussion ask questions like:
· What objects are in this place?
· What do you do in this place?
· What is the overall feel of this location?
· Do you have a certain routine within this place?
4. Let students share and ask questions with a partner about their location. This will help them begin to have a good feel of the place they have chosen (10 minutes).
5. As a class, pull up a few images in a power point of different rooms within a house. Lead a discussion about what images reside there and the tone of the room/s. Connect the routines within these images to the process/routines the monks and Goldsworthy go through to make their mandalas (10 minutes).
6. Show them your teacher examples and explain to them your own process. This gives them a better idea of where this project is going (5 minutes).
7. Give students a sheet of paper to start drawing several objects within the location they have chosen. Let them brainstorm with these objects (15 minutes).
8. When students are close to sketching these objects, demonstrate the process of using tracing paper before handing it out (5 minutes).
9. For the remainder of class, let them create a mock up of their mandala and experiment with the placement of the objects they have chosen (give them 5 minutes to clean up their area).
Day Two:
1. Students will take out notebooks and answer essential question on board: What is color theory?
2. After giving the students 5 minutes to answer the essential question, allow them to share their answers with the class (5 minutes).
3. Introduce color theory and the use of mixing and arranging colors. This can be done using visuals in a power point form and examples within the mandalas from previous lessons (10 minutes).
· Mixing of colors (primary, secondary, tint, shade, complementary, tertiary)
· Feelings/Emotions behind color
· How are these colors used within Goldsworthy and Monk mandalas
4. Ask questions connecting color theory and the location they have chosen the previous day (5 minutes).
· Does the lighting in this room create certain shades or tints?
· What colors can you use within your mandala to complete each other?
· What primary colors will you use? What about secondary?
5. Using teaching examples, begin to show them shading techniques using colored pencils. Make sure students have a good grasp on this before giving them their final paper* (5 minutes)
6. Pass out sketch papers from yesterday and let students continue to go through sketching and tracing processes.
7. Students will now be working at their own pace for the rest of class.
Day Three:
1. At the beginning of class, ask students about their process for their final mandala. See if they are unsure about anything so far or need anything explained further (5 minutes).
2. Pass out materials and let students work for the remaining class period.
3. When students are ready, allow them to get a 12” x 12” paper for their final mandala.
4. Students will also be turning in a paragraph about their final mandala explaining their process and comparing them to the monks and Goldsworthy.
5. At the end of class, do an overview of what has been learned within the past week about mandalas. Ask them what they found interesting and how they used their new knowledge to create their own mandala (10 minutes).
Evaluation:
Not only will students write a paragraph about the process of their final mandala and how they compare to the monks and Goldsworthy, but a rubric will also be given for the final mandala. This rubric should include:
· Have they used 4 to 6 objects within their mandala?
· Did they successfully use the tracing method?
· Do you see complementary colors within their mandala?
· Are there use of tints and shades within their mandala?
· Did they explain the meaning behind each object?
Materials and Preparation:
· 8”x12” sketch paper
· Colored pencils
· Pencils
· Scrap tracing paper
· 12” x 12” tracing paper
· 12” x 12” drawing paper (final)
· Be sure to create any needed power point prior to class
· Have teacher example ready prior to lesson
Resources:
Images can be found in “Image descriptions” (use images that you find the most useful)
Extra Materials:
**Students will need pencil and paper for essential questions are the beginning of class and to write their evaluation**