Lesson Plan Title: Personal Mandala Grade 7 Length: 3 Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Can you define the word symmetry? Looking for general description of reflective, radial, rotational, asymmetrical, etc.

Build on prior knowledge and responses by talking about and showing examples of different types of symmetry (reflectional, rotational,
asymmetry, etc.)

What is a mandala? Look for knowledge of formal or informal examples, cultural knowledge, etc.

Engage students in a dialogue by giving them some description of a mandala and its cultural significance (Sanskrit for Circle) and having students
describe ways that they might use it expressively in art and in their own culture.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are an artist creating a mandala as a personal meditation project and device. You will create a symmetrical mandala that expresses something
about who you are. This may be apparent in symbols and simplified images or in the colors and patterns you utilize to create your image.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards,
content specific curriculum, etc.

Pattern
Symmetry
Space
Emphasis
Culture

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use symmetry and pattern to create art and objects of cultural significance

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

After demonstration, students will be able to create an expressive mandala

Bloom’s: Creating
Standard: Invent and Discover to Create
Art Learning: Materials(s)/technique(s)
Numeracy/Literacy/Technology: Numeracy
PGC: Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and
technologies

Upon completion, students will be able to describe how measurement was used to create symmetry

Bloom’s: Applying
Standard: Observe and Learn to Comprehend
Art Learning: Materials(s)/technique(s)
Numeracy/Literacy/Technology:
PGC: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of
art and design

Upon completion of the project, students will be able to describe the connection between mandalas and personal reflection

Bloom’s: Evaluating
Standard: Envision and Critique to Reflect
Art Learning: Historical/multicultural content and Critical reflection/aesthetics/transfer
Numeracy/Literacy/Technology:
PGC: Make informed critical evaluations of visual and material culture, information, and technologies

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Upon completion, students will be able to use rulers and measuring tools to create a precise framework

Bloom’s: Creating
Standard: Relate and Connect to Transfer
Art Learning: Expressive features and characteristics of art
Numeracy/Literacy/Technology:
PGC: Transfer the value of visual arts to lifelong learning and the human experience

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Students may require help when creating the guidelines/grid.
Not all students are required to use the same number of radial The expressive quality and complexity of artwork will vary
lines for their design. Radial lines may vary from two to six according to prior knowledge and skill, individual ability and
depending on individual ability and interest. aptitude, as well as according to effort and creativity.
In some instances, students may be provided with a pre-
gridded paper. Students will be able to watch video examples,
in-class demonstrations, and receive individual assistance and
explanation.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

This project provides almost limitless opportunity
for extension and depth of complexity. Students may
create more complex radial patterns and/or more
complex color patterns. Proficiency will be
determined according to individual ability and effort
This project may be completed in any number of
ways. The mandala may be pictorial or symbolic in
nature or it may consist of simple geometric patterns
and lines. Proficiency will be assessed according to
summative and formative outcomes and performance.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Symmetry

Radial

Mandala
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Negative Space

Positive Space

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

9”x9” sheets of construction paper and tagboard

Rulers

Pencils

Erasers

Compasses for drawing circles

Erasers

Pencils

Colored Pencils

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

https://study.com/academy/lesson/mandalas-history-examples.html

https://asiasociety.org/exploring-mandala

https://www.huffingtonpost.com/sister-joan-chittister-osb/mandala-why-destroy-it_b_970479.html

Meaning and Notes:

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While a finished mandala bears importance as a focus for meditative practice, the creation process of mandala artwork remains equally important.
There are three basic layers to a mandala's meaning. The outer meaning represents the divine form of the universe. The inner meaning creates a
map to guide the mind to enlightenment. The secret meaning, however, remains between the artist and the creation as far as specific details.
Overall it represents a balance of body and mind infused with clarity.

Cosmograms

Representation of the world in divine form, perfectly balanced, precisely designed, is meant to deconsecrate the earth and heal its inhabitants.

Call the community to meditation and awareness of something larger than their own small world

When the mandala is finally finished, however long it takes for the monks to deal in this divine geometry of the heavens, they pray over it — and
then they destroy it. They sweep it up, every last grain of sand and give handfuls of it away to those who participate in the closing ceremony as a
final memory of sublime possibility. Then they throw the rest of the sand into the nearest living stream to be swept into the ocean to bless the
whole world. And that’s it. It’s gone. In an instant, after all that artistry, all that work, it’s over.
They destroy it. Why? Because the underlying message of the mandala ceremony is that nothing is permanent. Nothing. All things are in flux, it
says, beautiful but ephemeral, moving but temporary, a plateau but not a summit. All things are called to balance and enlightenment and the
fulfillment of the Divine image in them, yes, but in flux. Always in flux.

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

• Cut sheets of 9”x 9” tag and drawing papers

• Create and review shared PowerPoint presentation

• Create example mandalas

• Assemble rulers and compasses

• Gather enough thin black markers for every student

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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Some students may opt to use a drawing compass in lieu of marking inches; the compasses typically have a sharp point.

Students will use metal rulers and should be advised about their proper use and warned against their misuse

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

I will show examples of interesting and varied radially symmetrical designs that are likely to be of interest to the students. I will emphasize the
personal aspect of this project and the student’s choice in determining pattern and subject matter.

What will you express about yourself through the mandala?

What kinds of mandalas might you make outside of class?

Would a mandala make an interesting painting or drawing that you would like to display?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

How can I use measurement to create interesting designs?

How can I use color to make my mandala more interesting and expressive?

How can I simplify complex drawings?

How can I use art to express my own interests, concerns, ideas, etc.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

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Day Instruction - The teacher will... (Be specific about what concepts,
1 information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)
1. Talk to the students about the project. Include pre-
assessment routine in the discussion. Show them other
student examples of varying complexities.
2. Show the PowerPoint and engage in question and answer to
generate interest and to build understanding of process and
cultural significance.
3. Discuss the related elements of design and discuss organic
vs. non-organic shape
4. Have students collect materials
Learning - Students will... i.e.: explore ideation by making connections, Time
comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Pre-assessment and prior knowledge
10
Cultural awareness
5
Elements and Principles knowledge
5
Material knowledge and planning

5. Walk students through the preparation:

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• Diagonal lines Learning and following procedure
• Marking 4.5” on 4 sides
• Marking the second set of lines through the center
• Option of marking the 2.25 and drawing lines
• Drawing tick marks and centering the ruler on a full inch
hatch mark 5

6. Remind students to mark lightly Basic art knowledge

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7. Discuss how to use the marks and negative space to create
symmetry Elements and principle understanding

8. Allow students to work Problem solving 30

9. Have students clean up and store materials for the next class
period Practical knowledge 5

Day Refresh students on objectives

2 Prior knowledge 5
Refresh prior knowledge and interest with quick discussion and
review Analysis and evaluation 5

Discuss the process and challenges and findings Reflection and cooperation 5

Students will continue to work on their individual projects 35

Creative problem solving
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 When students have created a complete pattern in graphite, they will
trace over the graphite lines using fine tipped markers Elements and principles review 10
(Provide brief demonstration of tracing)
Observe and learn to comprehend

Students will divide into groups and engage in a reflective and Review and critique to reflect
analytic discussion of their own work and that of their peers. 10
Communication and analysis

Clean up 5
Practical skill
Day
3 Quick review and refresher Prior knowledge and engagement 5

A demonstration of colored pencil techniques and color theory Tools and techniques
discussion will be conducted (blending, modeling, warm and cool 10
colors, color harmonies, etc.)
Creative application and decision making
Students will use colored pencils and permanent markers to add 40
color, emphasis, and detail to their mandalas

Students will complete a gallery walk to view the work of their peers Reflection and ideation 5

Students will complete their rubric and answer the associated 15

questions to determine their level of understanding and experience. Reflection

Clean up and submit work and rubric Practical skill and procedure 5

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will discuss their work in groups and may engage the rest of the class in a short presentation if time allows.

Gallery walk

Students will complete a rubric to augment in class discussions as a reflective activity and a means to gauge the students’ level of understanding
and thinking.

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 Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Are students able to create an expressive mandala?

Are students able to describe how measurement was used to create Rubric attached to the end of this document
symmetry?
Are students able to describe the connection between mandalas and
personal?
Are students able to use rulers and measuring tools to create a precise
framework?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued
practice, reteach content, etc.)

This lesson has been relatively successful in achieving its basic objective. The students have been reintroduced to the design elements of line,
shape, color, texture, and balance. They have revisited the principles of emphasis, contrast, rhythm, variety, and pattern as well. The students have
used basic math in the preparation of their basic framework as well. Additionally, roughly ¾ of the students produced work that is at or above my
expectation for the grade level. The remaining ¼ of the class has either experienced some setback or has underperformed due to behaviors and
challenges that are being addressed.

My own instruction during this lesson varied. It varied from class group to class and from day to day to some extent. I am still working on
maintaining student engagement while also ensuring that students understand the instruction and the objectives. This is a lesson that I would teach
again. I do think that I would make an effort to keep the entire class more in sync in terms of work completion. As some students have fallen
behind in the completion of steps in the process, the subsequent lesson, instruction and demonstration has not been as meaningful or as clear. This
seems to have caused this subset of students to fall even further behind or to perform the work at a lower level of quality or completion. At this
point, I believe every student will produce work that can be submitted. However, a number of students have produced work inconsistent with the
expectations.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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Criterion
(Score 0 if element is absent)
Students able to create a sectioned
radial framework and a radially
symmetrical design on their
worksurface.
Students able to demonstrate how
the radial lines and concentric
circles/hatch marks may be used to
create a symmetrical pattern of
design
Student able to use color and
colored pencil technique to create
art
Students able to discuss the
meditative quality of the work
Students able to utilize
measurement, reference points, and
positive and negative space in the
creation of artwork.
Personal Mandala Rubric
Below Expectations Developing Proficient Exceeds Expectations
Score
(1) (2) (3) (4)
Student creates a Student creates accurate Student creates a more
Student does not
useable grid with some grid according to the complex grid than is
create a useable grid
inaccuracies instruction required to complete the
project
Student creates a complex
Student does not Student creates Student creates
and/or ornate symmetrical
create symmetrical symmetrical pattern symmetrical pattern with
pattern
pattern using grid with some inaccuracies few errors
Student uses color to
Student uses color
Student does not use create depth, to indicate
Student uses color effectively to indicate form
color or does so form, and/or to draw the
inaccuracy and/or flatly and to create an interesting
ineffectively eye around the
composition
composition
Student brings new insight
Student does not Student contributes
Student engages in the to the discussion based on
engage in reflective minimally to the
discussion and contributes their own discoveries
discussion discussion
Student is able to use Student is able to use Student is able to use
Student is unable to
reference points and reference points and reference points and
use reference points
negative space with negative space with few negative space with no
and negative space
some inaccuracies inaccuracies significant inaccuracies
TOTAL
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During the introduction to this lesson, we discussed the cultural origins of the mandala. How did your experience creating a mandala resemble this
description? How was it different? ______________________________________________________________________________________
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How did you use positive and negative space to create a radially symmetrical mandala? ______________________________________________
________________________________________________________________________________________________________________________
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How did you use color to add interest, emphasis, texture, form, etc. to your mandala? __________________________________________________
________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Briefly discuss what you liked or disliked about this process, and note any points of confusion you experienced. _____________________________
________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

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