Making a Mandala

For students of 8th to 8th grade.

Name: Stephanie Bromley
Learning Area(s):  Visual Arts
Lesson topic: Making a Mandala
Year: 8
Class Size: 20 students
Class Demographic: Mixed gender
Duration: double lesson (90 minutes total per week).
Prior Knowledge: General understanding of culture and identity

Overview statement: Students are to explore the Mandala and its relation and meaning to various cultures

Lesson description: To introduce students to traditional forms of the Mandala within various cultural contexts. By the end of this lesson, students will understand the meanings of symbols used in traditional Mandala making and how different beliefs have inspired the creation of the Mandala. Students will develop an understanding of the Mandala and its use in contemporary culture. Students will put these into good use by practicing and attempting to create an individual Mandala as well as a group Mandala made by the class. 

General objectives:
By the end of this lesson students will:
Be aware of Radial design, and the use of the mandala from various cultures
Understand math concepts including patterns, and geometric shapes as they relate to art
Create a radial design inspired from nature or create a design made from personal images and symbols - looking closely at insect, plants, flowers, fruits and patterns
Show awareness and understanding of various meanings of the mandala
Demonstrate skill in blending of colors using colored pencils
Show awareness of color planning in selection of colors.

ACARA General Capabilities:
Lit: Students develop and using their literacy skills through:
Engage and participate in class discussions and record their thinking, ideas and questions in journals.
NUM: students to develop their numeracy skills through use of math:
radial balance, line of symmetry, point of symmetry, perpendicular, diameter, radius
EU: Students develop and using their ethical behaviour through:
Work cooperatively and contribute positively throughout classroom activities.
Work safely with equipment.
ICU: Students develop their intercultural understanding through:
exploring the meaning of visual symbols from different cultures.
ICT: Students develop and using their ICT skills through:
Students will view PowerPoint presentation on traditional Mandala making connected to a LCD projector.
CaCT: Students develop and using their critical and creative thinking skills through:
Students will engage in problem solving as they discover the different ways to create their Mandala.
PaSC: Students develop and using their personal and social competence through:
Engage and participate in classroom activities e.g. discussions, record their ideas and questions in journals.

ACARA Cross-Curriculum Priorities:
Asia and Australia's engagement with Asia (AAEA) 
The Arts, the Asia and Australia's engagement with Asia priority provides
rich, engaging and diverse contexts in which students make and respond to 
artworks and explore their related cultural and social significance.

ACARA Content Descriptions:
8.1 Combine, adapt and manipulate visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork.
8.2 Develop new ways of expressing meaning, through exploration of how artists' practices are informed by manipulation of materials, techniques, technologies and processes to enhance their intentions as artists
8.3 Structure and design artworks in different forms and styles by applying perceptual and practical skills, techniques and technologies
8.4 Practise and refine application of visual conventions, techniques and processes to enhance representation of ideas in their art making. 
8.7 Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art making, starting with visual arts in Australia and including visual arts of Aboriginal and Torres Strait Islander Peoples.

ACARA Content Elaborations:
8.1.3 Observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making.
8.3.1 imagining and refining their visual and spatial representations of the world, combining a variety of technologies
8.3.2 problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
Considering viewpoints – societies and cultures: For example – How does the context of time and place, culture and ideology influence the look and meaning of art in public spaces?
8.3.3 developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
8.3.4 annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio
8.4.4 Demonstrating awareness of safe studio practices, for example, designing safety posters, or producing film clips.
8.7.2 Respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks.

Resources/ Equipment etc
Computer (PowerPoint presentation on traditional Mandala).
Acrylic Paints 
A2 Drawing/painting/Papers 
Handouts-Assorted examples of radial design in art: Rose windows, mandalas from various cultures, Hawaiian quilt designs. 
Assorted coloured sane
Water containers
Painting brushes/ sticks
Coloured Pencils

Lesson Sequence:
What will I do?
Have the word Mandala written on the board as students walk into class. Have students raise their hands to guess what Mandala mean?
Have the students write all the ways in which a mandala can be created; pencil, sculpture, paint etc. When the students have completed their list ask Did anyone include sand?
Explain to your students that mandalas are often made out of painted sand.
Show a PowerPoint presentation on traditional Mandala and examples of what Mandala is to the students
After showing the PowerPoint presentation, the teacher will lead a discussion on: what are some of the techniques used in Mandala? Why are symbols used? What techniques did they use?
Brainstorm- teacher and students 
The teacher demonstrates to students how to create a Mandala. 
Monitor and circulate around the room to see how students are doing and to make sure they are on task. Offer assistance, clarification and suggestions for students that need additional help, whenever necessary. 
Tell students to pack up 5 minutes before the end of the class session and ensure equipment is put away properly.
Summarise and conclude the lesson by asking students question like can anyone tell me something that they learned in todays lesson that you did not know before? 
What will the students do?
Research-students to research different cultural Mandalas and styles
Research-students will research images of insects, plants, chinese symbols and culture
Students will observe a presentation on traditional Mandala making participate in classroom activities/ discussion.
Watching and listening to the demonstration.
Students will attempt to create a Mandala 
Instruct your students that they are now going to practice the ancient art of mandala. Each student will receive either a blank piece of paper, or an outline of a mandala, based on their skill level and preference. They will take 10-20 minutes to draw their intricate and symmetrical mandala. Keep the image of the monks working up while the students work. Provide the students with bright colours.
Have students practice to create a Mandala
When the students have finished explain to them that the purpose of the mandala is to reflect on nature and the universe. Have each student pass their mandala to the student on their left and have them reflect on it. If they wish they can write about their thoughts during the process. 

Formative assessment:
& Observation
Homework: Research
Entire class or groups to make a sand Mandala together over a unit (adapted depending on individual pace)