EDAR516: VISUAL ARTS LESSON PLAN TEMPLATE
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LESSON TITLE: |
Ephemeral Art – Tibetan Sand Mandala |
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SEQUENCE: |
Lesson 2 in the Week 2 in a sequence of four weeks lessons.
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SUBJECT: |
Visual Arts
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YEAR LEVEL: |
Year 10
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LESSON DURATION: |
100 minutes
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OBJECTIVE: |
The students will be able to:
– Identify the visual elements of the Mandala (line, shape, space, colour, texture), the principles of repetition and patterns, the expressive quality (emotion, mood and pictorial representation) – Understand connection between cultures and ephemeral art – Analyse Mandalas for their visual and ritualistic properties – Create a meaningful Mandala and use traditional process for the construction process
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AUSVels LINKS: |
AusVELS: Level 10 Standards
Creating and Making:
– They evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices. – Students realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities. – Independently and collaboratively, they apply their knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures. – They maintain a record of how ideas develop in the creating, making and presenting of their arts works. Exploring and responding: – They analyze, interpret, compare and evaluate the stylistic, technical, expressive and aesthetic features of arts works created by a range of artists and made in particular times and cultural contexts. – They describe and discuss ways that their own and others’ arts works communicate and challenge ideas and meaning. 10.5 Progressive Points: Creating and Making – Application of art knowledge and problem solving skills when tackling new challenges – Creative solutions that recognise difference and diversity when creating and making collaborative art works or working collaboratively on the presentation or display of art works Exploring and Responding – Understanding of histories and traditions to identify influences in particular art works and art forms within contemporary visual culture – Comparative analysis, using appropriate art language, of the aims and products of artists from diverse cultures and styles, to explore variety in modes of visual expressions |
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PREPARATION: |
Laptop, projector, Question Sheet, Mandala templates, Colored sand, Glitters, Tool kits, Natural materials: leaves, grass, flowers, rocks, Twig Ornaments, etc., Camera, YouTube Video (fully loaded) |
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RESOURCES and /or MATERIALS: |
Handouts: Work Sheet, Mandala templates, Colored sand, Glitters, Tool kits, Natural materials: leaves, grass, flowers, rocks, Twig Ornaments, etc., Cameras, YouTube Video: Talking the Essence: Sand Mandala of the Buddha of Compassion |
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LESSON PROCEDURES AND/OR STEPS: |
Images/Videos Required: TibetischesZentrumeV. (2012, February 14). Talking the Essence: Sand Mandala of the Buddha of Compassion [Video file]. Retrieved from: https://www.youtube.com/watch?v=dORgAH1qDF8
10 minutes: PowerPoint
I will recap last lesson and review their group presentation through looking at a series of ephemeral artworks. Students will discuss about their favorite types of ephemeral art and their responses to an artwork that only exists temporarily. I will rephrase their languages into appropriate if necessary.
30 minutes Activity: Video, Handouts (Work Sheets)
Students will able to identify the significant visual elements of mandala and its ritualistic characters, and students will also explore the connection between ephemeral art and cultures through watching the video The essence of Mandala.
Students will look at a 30-minute video about the essence of construction and deconstruction of a Tibetan Mandala. Students will be given a handout with four questions to help them understand the concept. Students will be expected to take notes, and they will work in pairs to answer those questions after watching this video. They will paste the sheet into their visual dairies after this lesson.
60 minutes:
Students will be able to apply a variety of visual elements and qualities to design their own Mandalas. They will be able to analyze the visual and ritual properties of an ephemeral art project and explore its relation to spirituality and culture.
Students will choose a Mandala template to design their own Mandalas. Students will be encouraged to add or transform the sensory and formal qualities of their own Mandalas. They can choose either work indoor or outdoor (if weather is nice) to build their projects. The students will use natural materials, such as grass, rocks, leaves, and flowers, colored sands, glitters and Twig ornaments. Students will take photos to document the working process and final products. They will deconstruct the Mandalas to experience the essence of constructing and deconstructing the Mandalas. .
10 minutes:
I will help students who have not documented their works if needed. Students will pack up all their materials and belongings and clean the site or the classroom.
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THINKING DOMAIN: |
Students will process and combine complex conceptual and cultural ideas in the lesson and complete activities involving a wide range and complexity of variables and solutions. They apply the appropriate methodologies for creating and proving their learning in different visual disciplines, and they will experiment with innovative possibilities within the criteria of the Mandala construction task.
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LITERACY: |
Students will write a short review to effectively communicate how they feel about the cultural and spiritual aspects of the Mandala project.
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ICT: |
The student shared drive will be used for students share and communicate their ideas. |
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DIFFERENTIATON: |
ESL: Even though there is no subtitle of this video, I will turn on the setting of English Caption to make ESL students follow video more easily. The work sheet and pair discussion will also help them understand the ideas of the video
Students with different abilities: students will have a choice of different methodologies that suit their interests or abilities better.
Students with behavior issues: Will ask ‘these students questions to make sure they are paying attention, and I will also check their progress more often to make sure they are on task.
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EXTENSION: |
Students who complete their tasks earlier can either think about different ways of taking photos of their Mandalas or help other students document their working process.
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PACKDOWN: |
10 minutes. (Students will help each other.)
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ASSESSMENT: |
Students will demonstrate their understanding of the visual, conceptual and cultural components of the cultural ephemeral art projects through completing work sheet and building up the Mandala. As it is a temporary artwork, students’ work sheets, documentation photographs and class participation will be assessed as part of this project. The feedback will be given in class; there will be written feedback after students upload their photos on the shared drive.
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INDEPENDENT PRACTICE: |
The homework is: – Download photos from the students’ share drive and print them. – Add photos and work sheet into their visual dairies. – Write a short reflection (approximately 150 words) about the Mandala project in the visual dairies and bring them in the next session.
Will check students’ visual dairies in then next lesson. |
Reference:
TibetischesZentrumeV. (2012, February 14). Talking the Essence: Sand Mandala of the Buddha of Compassion [Video file]. Retrieved from: https://www.youtube.com/watch?v=dORgAH1qDF8
Victorian Curriculum and Assessment Authority. (2014). AusVELS. Retrieved from http://ausvels.vcaa.vic.edu.au
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