grade mandalas unit 2 - mrs jardin's art room · grade 8 mandalasunit 2 rebecca jardin...

Grade 8Unit 2Mandalas

Unit 2: Mandalas by R.Jardin

Date: 16/2/2012 (6 weeks)

Unit Objective: To gain an understanding of Mandalas from different cultures whilst exploring radial design.

Website: rjardin.wordpress.com

Area of Interaction Significant Concept

HUMAN INGENUITY: Students define themselves as creators and innovators, recognizing and appreciating that the methods, ideas and creations of others influence their own.

The circle is central to nature and humans

Unit Question

How can I use radial design to create a mandala?

Assessment:Crit. A (8)- Knowledge and Understanding of Mandalas from a variety of cultures. Create a video to demonstrate their findings.Crit. B (10)- Application- Students finished pieces will show the development of skills and techniques in radial design, blending, colour experimentation, balance, unity and contrast. Crit. C (8)- Reflection and evaluation- ongoing reflections in DWB and one final written reflection about strengths and weaknesses of the unit and final piece.Crit. D (8)- Ongoing classroom observations of engagement, participation, and attitude.

Key Words:•Radial Design•Negative and Positive shape•Balance•Colours- complimentary, tertiary•Movement•Emphasis/ focal point•Pattern•Contrast

Lesson Outline

Lesson 1: Discuss the unit question and significant concept? What do we already know about mandalas? What do we need to know?Powerpoint and videos to introduce the topic. The students will take notes and sketch their own versions.

Lesson 2: Review last class read handout about Mandalas and create one on a CD using coloured markers. Homework: Create your own Mandala in your book.

Lessons and assignments may be subject to change due to teacherʼs discretion.

Rebecca Jardin


Lesson Outline Lessons and assignments may be subject to change due to teacherʼs discretion.

Rebecca Jardin

Lesson 3: Using Photoshop and Photobooth create your own personal Mandala

Lesson 4: Complete and review the process of creating a Mandala using technology. Student feedback. How have you used radial design?Extension: work on research task provided.

Homework: Research due in lesson 12 and 13.

Lesson 5: Sketching based on nature (observational drawing), sketching from books and the internet. Create a w/c painting of “nature”

Lesson 6: Using the sketches and painting from the previous lesson create a design for your mandala. (min 6 concepts with notes)Extension: If time permits make a small mandala using the tracing method.

Lesson 7: Peer feedback of designs. Make a small mandala of the chosen design. Refine the design and evaluate progress.

Lesson 8: Colour plans using pencils or technology.

Homework: Complete colour plans

Lesson 9, 10, 11: Create final MandalaHomework: Reflect upon the process and progress you have made.

Lesson 12 and 13: View the videos from the research and assess each other.


Rebecca Jardin

Drawing a personal mandala can help a person understand his or her unconscious thoughts and priorities. For example, whatever is at the center of the mandala is thought to be the most important in one's spiritual life, while things further from the center are increasingly less important. Interpreting the colors and symbols one chooses to incorporate is similar to dream interpretation or other theories of unconscious symbolism.


Rebecca Jardin

Task:You are about to go on a journey within.

For this unit you will create an oil pastel mandala based on the theme of “nature”.

The theme will help you create a design but your final mandala will

represent you through your colour choices and use of shape and patterns.

Consider: How can you use radial design? What colours will you choose? How can you create contrast, balance and movement?


Rebecca Jardin

Criterion B: Application (Photoshop Mandala and Final Mandala)Achievement

Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-‐2

The student can not communicate an idea, theme or personal interpreta@on to a point of understanding. Drawing skills and techniques applied are at a very limited level and the student shows a very limited ability in crea@ng a mandala, which uses radial balance.

3-‐4 The student can occasionally communicate an idea, theme or personal interpreta@on to a point of understanding. Drawing skills and techniques applied are at a limited level and the student shows a limited ability in crea@ng a mandala, which uses radial balance.

5-‐6 The student can occasionally communicate an idea, theme or personal interpreta@on to a point of understanding. Drawing skills and techniques applied are at a sa0sfactory level and the student shows a sa0sfactory ability in crea@ng a mandala, which uses radial balance.

7-‐8 The student can communicate an idea, theme or personal interpreta@on to a point of understanding. Drawing skills and techniques applied are at a good level and the student shows a good ability in crea@ng a mandala, which uses radial balance.

9-‐10 The student can efficiently communicate an idea, theme or personal interpreta@on to a point of understanding. Drawing skills and techniques applied are at a high level and the student shows an excellent ability in crea@ng a mandala, which uses radial balance.

Student Assessment

1-2U

3-4S

5-6G

7-8VG

9-10E

Design of the mandala. (communicates theme and uses radial design)

Colour combination

Use of the theme “nature”

Drawing skills

Blending and use of the oil pastels

Presentation

Assessment of Final Mandala Teacher comment:

Parent Signature:! ! ! !


Rebecca Jardin

Completed

Introduction is clear and interesting demonstrating an outstanding understanding of mandalas.

The differences and similarities between three different cultures have been discussed. The audience has a clear understanding of the materials, techniques and purposes of mandalas in 3 cultures

Your own mandala was discussed.

Own words and personal comments were included.

A favourite mandala was analyzed using the key words.

Music, text and images were included.

Research three cultures which use Mandalas.You will need to use imovie or

moviemaker to create video/slide show to present your findings and opinions.

It can not be longer than 9mins.

Visual layoutPlan how you are going to make your video interesting.You must use images, text and music. Extra credit will be give for voice and video.

Make your video entertaining use your favourite or most inspirational music.

Edit •Check your spelling•Check the speed of your text and transitions•Have you got an introduction, middle and end?•Is it interesting? (test on a friend or family) Can you make it better?•Have you demonstrated an OUTSTANDING understanding of mandalas in relation to a variety of cultures?We will have a film festival with popcorn to view these


Rebecca Jardin

You now need to write an artist statement/self reflection about your piece. In paragraph form, please include the following information as well as key vocabulary used in class.

What are Mandalas and how are they used? What was the required task during this unit? What do you think of your design, colours and pattern? (consider: the strengths and weaknesses of your work) What was easy or challenging? How did you learn from feedback?

Key Words:•Radial Design•Negative and Positive shape•Balance•Colours- complimentary, tertiary•Movement•Emphasis/ focal point•Pattern•Contrast

Insert a photo of your work here.

Name:!! ! ! !

Class:!! !

Date:! ! !


Rebecca Jardin

Reflective Writing continued Name:!! ! ! !


Rebecca Jardin

Criterion A: Knowledge and understanding (note taking and video presentation)Achievement


0 The student does not reach a standard described by any of the descriptors below.

1-‐2

The student is able to demonstrate limited knowledge and understanding of Mandalas in rela@on to societal or cultural or historical or personal contexts. The student is able to demonstrate limited knowledge and understanding of, colour, contrast, radial balance, and paMern. The student is able to communicate a limited cri@cal understanding of Mandalas, in the context of his or her own work.

3-‐4 The student is able to demonstrate sa0sfactory knowledge and understanding of Mandalas in rela@on to societal or cultural or historical or personal contexts. The student is able to demonstrate sa0sfactory knowledge and understanding of, colour, contrast, radial balance, and paMern. The student is able to communicate a sa0sfactory cri@cal understanding of Mandalas, in the context of his or her own work.

5-‐6 The student is able to demonstrate good knowledge and understanding of Mandalas in rela@on to societal or cultural or historical or personal contexts. The student is able to demonstrate good knowledge and understanding of, colour, contrast, radial balance, and paMern. The student is able to communicate a good cri@cal understanding of Mandalas, in the context of his or her own work.

7-‐8 The student is able to demonstrate outstanding knowledge and understanding of Mandalas in rela@on to societal or cultural or historical or personal contexts. The student is able to demonstrate outstanding knowledge and understanding of, colour, contrast, radial balance, and paMern. The student is able to communicate an outstanding cri@cal understanding of Mandalas, in the context of his or her own work.

Student comment:

Teacher comment:

Parent signature:! ! ! ! !


Rebecca Jardin

Parent signature:! ! ! ! !

Criterion C: Re!ection and EvaluationAchievement


0The student does not reach a standard described by any of the descriptors below.

1-‐2The student shows limited ability to reflect on their ar@s@c development and processes.The student evaluates their work in an unsa0sfactory manner. The student rarely uses feedback in their ar@s@c development.

3-‐4 The student reflects on their ar@s@c development and processes throughout the some of the task.The student evaluates their work in a sa0sfactory manner. The student some0mes uses feedback in their ar@s@c development.

5-‐6 The student reflects cri0cally their ar@s@c development and processes throughout most of task.The student evaluates their work to a good level.The student generally uses feedback in their ar@s@c development.

7-‐8 The student reflects cri0cally and deeply on their ar@s@c development and processes throughout the whole task.The student evaluates their work in an excep0onal manner. The student inten0onally uses feedback in their ar@s@c development.

Criterion D: Personal Engagement Achievement


0The student does not reach a standard described by any of the descriptors below.

1-‐2

The student shows limited commitment and interest in using his or her art form. The student is posi0ve in group-‐work and is rarely open to art forms from various cultures, including his or her own.

3-‐4 Student displays sa0sfactory commitment and demonstrates a willingness to take informed risks. Interac@on with peers is done in a posi0ve way and with encouragement. Occasionally, the student is interested in art forms from various cultures, including his or her own.

5-‐6 The student shows good commitment in ar@s@c processes and reveals a willingness to take informed risks. The student shows li;le encouragement towards peers and is interested in art forms from various cultures, including his or her own.

7-‐8 The student shows excellent commitment in using his or her art processes. The student displays interest and curiosity and is posi0ve when working with his peers. The student is ac0vely recep0ve to art forms from various cultures, including his or her own.

grade mandalas unit 2 - mrs jardin's art room · grade 8 mandalasunit 2 rebecca jardin...

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