Mandalas

3rd- 5th grade

Teacher Name(s) Melissa Miller

Grade(s)/Content Area 3rd- 5th, Art

Content Area(s) Social Sciences, Math

Integrated

Unit Title Introduction to Line, Shape and Balance

SS Theme: Culture and Identity
Math: Radial Symmetry
Unit Description The art curriculum is based on the NAEA and Illinois Art State
Standards. Throughout the unit, students will focus on the
concept of identity and the ancient art form of the African and
Asian and American continents: the mandala. A mandala is a
design within a circle. It symbolizes the universe. The mandala
originated in the region of the Himalayan Mountains, but people
all over the world create these beautiful symmetrical designs. A
mandala can have many meanings and often reflects beauty of
nature and personal significance to the artist. A completed
mandala should convey peace and joy to the viewer.

Students will use their understanding of the formal elements of

line, shape and radial balance to study the ancient circle art
form. They will use their knowledge of mathematics to create
their own template using a protractor and compass. They will
look to traditional mandalas from various cultures for inspiration
as well as discuss the significance of radial balance throughout
time. Students will examine and decode images of mandalas and
explore their geometric and symbolic elements. Students will
create artworks that result from their understanding of radial
symmetry found in mandala art. These art works will express the
symmetry found in every mandala. They will include symbolism
of self and environment.

Students will know:

A mandala is a design within a circle that symbolizes the
universe.
A mandala can have many meanings often reflecting the
beauty of nature and personal significance to the artist.
A mandala, when complete, should give the viewer a
sense of peace and joy.
 Mandalas translate to many ancient cultures in different
contexts. They were used by Tibetan Buddhists, the
Aztecs, Native American tribes, and Celtic traditions.

Students will be able to:

Recognize mandalas in nature and various cultures
including their own.
Investigate and discuss universal concepts in a mandala
design.
Dissect a mandala using mathematical terms (symmetry
horizontal, vertical, radial, shapes, pattern, balance,
etc.).
Merge math knowledge and understanding of basic
mandala structure in designing an independent mandala.
Show awareness of and demonstrate principles of art and
design when creating an artwork.
Create radial designs inspired from nature, personal
interest, and/or culture.

Enduring Students will understand that:

Understandings
What are the learning
outcomes and skills we
want students to use.
1. Art making can be a means for exploring identity and self
awareness.
2. Meaning in the arts is supported by cultural significance.
3. Mandalas use symbols to communicate, to express
personal identity, and develop an appreciation/
relationship with nature.

Essential Guiding
Questions
Aim to stimulate thought,
to provoke inquiry, and to
spark more questions.
1. How can one develop identity and self awareness?
2. How do culture and identity influence who we are?
3. How have mandalas been a part of our culture, past and
present?

Common Core State Primary Standards:

Standards
L.25.B STANDARD: Understand the similarities, distinctions and
connections in and among the arts.
 L.26.A STANDARD: Understand processes, traditional tools and
modern technologies used in the arts.

IL.27.B STANDARD: Understand how the arts shape and reflect

history, society and everyday life.

Integrated Standards:

Math:
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the
area of each part as a unit fraction of the whole. For
example, partition a shape into 4 parts with equal area,
and describe the area of each part as 1/4 of the area of
the shape.

CCSS.MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure can
be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.

CCSS.MATH.CONTENT.5.G.B.3

Understand that attributes belonging to a category of

two-dimensional figures also belong to all subcategories
of that category. For example, all rectangles have four
right angles and squares are rectangles, so all squares
have four right angles.
CCSS.MATH.CONTENT.5.G.B.4

Classify two-dimensional figures in a hierarchy based on

properties.

Social Studies:
SS.G.2.3. Compare how people modify and adapt to the
environment and culture in our community to other
places.

SS.H.1.4. Explain connections among historical contexts

and why individuals and groups differed in their
perspectives during the same historical period.
Academic Language Tier 1:
Language demands of the
unit include: Draw
Word-level
Sentence-level Tier 2:
Discourse-level
Compare
Contrast

Tier 3:

Line
Shape
Rhythm
Mandala
Compass
Protractor
Symmetry
Radial Balance
Concentric Circle

Assessments Diagnostic (Pre-assessment):

Pre-assessment on radial symmetry

Formative:
Bell Ringers
Sketchbook work checks on bell ringer activities
Monitoring of students while working on their final project

Summative/Projects:
Personalized Mandala
Rubric on Mandala
Self-evaluation and written reflection for the personal
mandala
Art Critique (T Chart)

Differentiation: Project will be modified for special education students based on

recommendations in their IEPs. Some modifications might
include further scaffolding with written directions and images,
extended time and modified rubrics for summative assessment.

There will be written step-by-step instructions and visuals aides

for all lessons. If needed, ELL students will be partnered with
another student to talk about the process or help with
translation. Other modifications could include repeat and
rephrase often, give simple instructions and simplify complex
questions.

Text and Resources Artwork Images

The collection of short and
extended texts aligned to http://www.mandalazone.com/home.html
the standards and content.

Learning Activities
A series of tasks that
students will engage in
over the course of the unit.
The activities are based
on what students need to
understand and be able to
do for the performance
assessment and are
aligned to your essential
guiding questions. Ensure
that you connect and
engage students by
accessing and building
upon background
knowledge that they bring
from home, community,
and school.
http://safeshare.tv/w/ZLqhCszCYB
Slide Show:
https://docs.google.com/presentation/d/10FWkkSDW4rfLG8-
zR_Ea6pzbc3p6B6A9pUpbxWpqaYU/edit?ts=58dafe1a#slid
e=id.g70f48b48a_0_104
Prezi: https://prezi.com/ydbatnk629oc/mandalas-in-different-
cultures/
Examples:
https://docs.google.com/document/d/1aHKlm0sshW2Ee5EE
OYBOpC16zwDwcnDDaKn28mvX1wU/edit?ts=58dafe06
http://arttherapyreflections.blogspot.com/2011/07/mandalas-
in-art-therapy.html
http://www.creativedreamincubator.com/journaling-2/art-
journal/how-to-draw-mandalas-and-why-you-want-to/
http://batemanart.weebly.com/6th-grade.html
https://www.youtube.com/watch?v=U49TaN-MkM8 (fixing
mistakes)
Monks (https://www.youtube.com/watch?v=GA3su0ECdPc)
How to use a compass:
https://www.youtube.com/watch?v=QcHDIK0E5KY
LESSON 1 (Week 1)
Content Objective: Students will learn about the ancient art form
the mandala and discuss radial symmetry.
Students will look at various imagery and be asked to identify
key art elements in the works of art with their group.
Model:
The teacher presents a powerpoint on the tibetan Mandala and
the history behind this art form. Students also revisit the concept
of radial symmetry and how it is used in mandala art.
The guidelines for the mandala project is presented, along with
the rubric. The teacher demonstrates how to create a template
for their personal mandalas, using the compass and protractor.
Guide:
The teacher guides the students through the process of creating
 their mandala template. The teacher has started the students by
creating a large circle and students will create at least three
Lesson 1 smaller concentric circles. Then, the circle is divided up into 8
sections using the protractor. Teacher will demonstrate the 45
degree angles, and how to measure based on the center of the
circle. Teacher will also begin showing how students will start
filling in their mandala with pen and incorporating any mistakes
made.

Practice Independently:

Students work on creating their template for the mandala. If time

permits, they will begin filling their mandalas in with pen.

Share the Learning:

Students discuss their process of creating the templates using

the protractors and compasses.

LESSON 2 (Week 2- 4)

Content Objective: Students will learn how to create designs and

symbols within their personal mandala.

Title: Mandala Drawing- Students will look at a variety of images

and group them based on their use of the art elements. Based
on the last lesson, students will be asked to identify key
elements that were discussed: radial symmetry, concentric
circles, pattern, line, shape etc.

Model:

Students go over the topics discussed from last class. The

teacher shows students a video on mandala drawing and the
concepts behind it.
The teacher models how to create personal drawings and
symbols within their circle template. The teacher reinforces the
importance of radial symmetry and taking ones time while
creating a personal mandala.

Guide:

Throughout the three lessons, students are guided to create their

own version of a mandala. Visual images are projected on the
board to reference through the art making experience.

Each class period, students will discuss student artwork and the
elements used.
Practice Independently:

Students work independently on their mandalas.

LESSON 3 (Week 5)

Content Objective: Students will finish their personal mandalas

and discuss their mandala with a peer.

Content Objective: Students will take a self -assessment and

write an artist statement to accompany their artwork.

Language Objective: I know Ive got it when I have finished my

personal mandala and have discussed my mandala with a peer
using the checklist as my guide.

Title: Finishing the Mandala /Artist Statement and Self-

Assessment
Students will look at a group of finished artwork from another
class and be asked to find one successful mandala and one
developing mandala. Through a discussion, students share their
opinions on the various pieces. What made them successful?
Why are some mandalas developing?

Model:
The teacher goes over the checklist for finishing their mandala -
focusing on creativity, craftsmanship, various line weights and
completeness.

The teacher presents the idea of creating an artist statement.

The teacher will show them a list of writing prompts that they
may use while writing.

Guide:
Students will check in with a peer before handing in their finished
mandala. They will be asked to go over the checklist with a peer.

In a guided practice component, the teacher and student will go

over the prompts for the artist statement.

Practice Independently:
Students will go over the checklist alone, before approaching a
peer to discuss their finished product.

Students work independently to finish their artist statement and

 then glue it on the back of their artwork.

Share the Learning:

Students will discuss their mandala with a peer.
Students will have a chance to share their artist statement, while
presenting their artwork to the class.

LESSON 5

Students will use styrofoam plates to create a mandala by

printmaking. They will create a quarter of the mandala on one
plate and then print it three times by wetting the paper and
printing with markers.

*Students will have the option to come print in smaller groups

during recess if they would like to.

Name: _________________________________ Room: ______________

INSTRUCTIONS - MANDALA DESIGN

1. Create at least 3 concentric circles. Divide your mandala

into 8 sections (Each section should measure 45 degrees
with your protractor. Use your compass to draw.) Do
these steps in PENCIL.
2. Within each circle, create a repeated design. To create
radial symmetry, it needs to be the same on all sides. USE
CONCENTRIC CIRCLES
PEN.
3. Each circle should have a unique, different design. You
should have the entire mandala filled with equal parts
shapes and lines.
4. Outline your lines with permanent marker (OPTIONAL).
5. Add Color (OPTIONAL).
6. Add a simple background color/ design.

GRADE YOURSELF ON YOUR RUBRIC.

Excellent Good Needs some work
(9-10 Points) (8 Points) (7-0 Points)
Used Time Efficiently
Listened during instruction
Worked hard
Stayed on task
Followed Instructions
Created 3+ concentric circles
with a compass
Created repeated patterns
in radial design with 8 parts
Craftsmanship
Neat
Complete
Creativity
Unique Artwork

Mandala Design GRADE: _____ / 40