Lesson Overview: Students will review lesson about Tibetan monks and sand mandalas. The students will continue to focus on the impermanence of nature through environmental art. The students will see several images of works by Andy Goldsworthy and watch a clip of Rivers and Tides. These examples will give students the visuals to how artists of the contemporary era incorporate nature into their artwork. The students will create their own mandalas within nature.
Visual Culture Component: The students will be shown images of Andy Goldsworthy’s work to show how artists use nature to create artwork. The students will be shown a sand mandala and a work of Goldsworthy to compare and contrast the two. The students will gain knowledge on Goldsworthy’s process by watching a clip of his video Rivers and Tides.
South Carolina State Standards: VA7-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through the artworks. VA7-3.2 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 lesson material on sand mandalas and how it shows the impermanence of nature and existence. · Identify impermanence of nature in works of contemporary artists today · Compare Tibetan monk sand mandalas to the works of contemporary artists · Demonstrate their understanding of Andy Goldsworthy’s process within their own mandala in nature
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 · Contemporary art- art produced within our “lifetime” starting during/after World War II · Environmental art- production of works of art by manipulating the natural landscape
Historical/Cultural Component: · Look to previous lesson for information to review Tibetan monks and sand mandalas · History of contemporary art: o Marked the change of art styles during the 1960s and end of World War II o Art seen as going back in history and “modernizing” the works · Knowledge on Andy Goldsworthy: o British sculptor, writer, and environmentalist o Creates land art in urban settings o Founder of rock balancing o Uses the tools he finds around him such as his hands and mouth · Research other environmental artists in the contemporary era to have visuals: o Richard Long o Chris Booth o Jackie Brookner o Gloria Lamson · Create nature mandalas of your own so you can explain the process the students will be engaged in.
Image Descriptions: Andy Goldsworthy: Rowan Leaves & Hole Snow Circles Green Circle **Use other visuals for students to gain understanding if needed** Andy Goldsworthy is one of the most known environmental artists of today. These images are of his work that has a mandala-like feel to them. (If manageable, include photos of other contemporary artists listed above to show variety.
Questioning Strategies: Leading Response Questions: · What is environmental art? · What is contemporary art? · How do these artists today show the impermanence of nature?
Information Process Questions: · How do these contemporary artists use nature within their artwork? · Do you see similarities between these artists and the sand mandalas? · What is Rivers and Tides about? · How does Goldsworthy show the impermanence of nature in his art? · Does Goldsworthy show some kind of ritual and/or routine in his process of work?
Productive Questions: · What techniques did you take away from the contemporary artists? · Do you have any inspirations for your mandala? · What do your materials mean to you? · Does your mandala have to be enclosed? · Does your mandala have to be a circle? Or can it be another geometric shape?
Lesson Procedure: 1. As students enter the classroom they will take out a notebook and pencil to answer the essential question for the lesson on the board: What is environmental art?
2. After students are given 5 minutes to answer the essential question. The teacher will begin a discussion starting with asking the essential question to the class, students will either volunteer or get called upon to answer the question. Questions to include within this discussion activity are: · Does environmental art compare to the sand mandalas by the Tibetan monks? · Does environmental art show the impermanence of nature? · How does art compare to a ritual or routine?
3. The teacher will then begin the lesson by reviewing the lesson from the previous lesson briefly. Review no longer than 10 minutes*
4. The teacher will then lead the class into environmental art in the contemporary era. Create a power point with definitions and visuals for students to gain understanding (15 minutes).
5. After going over the power point and several environmental artists work, the class will watch a short clip from Andy Goldsworthy’s Rivers and Tides and discuss the clip with the class (10 minutes). Questions to ask students after the video: · How does Goldsworthy go about his process? · Does he have a routine he follows? Or a ritual? · What tools does he use? · Do you see any similarities in the process of the sand mandalas and his? · What about differences? · What processes did you find interesting? · What processes of your own do you plan to go through to create your own mandala?
6. The teacher will then lead the class outside to create their own nature mandalas using inspiration from the Tibetan monks and environmental artists. The students will be allowed 20 minutes to create their mandala (due to weather conditions, teachers may have to bring in materials from outside prior to class).
7. When students are done with their mandala, they will allow the teacher to take a photo of it for an evaluation later.
8. Students will also write a brief paragraph reflecting on the process that they went through to create their own mandala (5 minutes).
9. Allow students 5 minutes at the end of class to clean up materials and gather their things before closing the lesson.
10. The Teacher will ask questions to review the lesson from today’s class and tell a preview of the lesson for the next day (5-10 minutes). This closure should include: · Did you see any similarities or differences within your process and Goldsworthy’s? What about the monks and sand mandalas? · Did you form some sort of routine within the process? · What new ideas did you bring to your mandala? · What’s one thing you found interesting from today’s lesson? · For next class, start to think about a place that you go to when you are stressed and need some peace. What objects are in that room? Is there a ritual or some kind of routine within that location?
Evaluation: To evaluate students on the lesson, a rubric can be made to assess their mandala. Students could also write a paragraph on the process they went through to make their mandala (the location, the materials, etc). This is a way for students to reflect on their mandala and the process. For the rubric consider these points: · Did they use at least 3 to 5 different materials in their mandala? · Do they understand the impermanence of nature in their mandala? · Was there a certain process they went through? · Did they create their mandala in a neat manner? · Is their vision clear within their mandala and writing? · Do they see the differences within their mandala and the process of Goldsworthy and Monks?
Materials and Preparation: All materials should be found when taking the class outside (if weather conditions are bad, bring materials for students to use in the classroom) Camera- to document their mandalas
Resources: Use titles of work in “image descriptions” to find images of Goldsworthy’s work Refer to Sand Mandala lesson plan to review and compare images of mandalas
Rivers and Tides (1hr 30 min long; choose a clip or two that you find important or significant within the documentary to show students)
Extra Materials: Students will need a paper and pencil to write about their process after creating their mandala