贡献者 耶尔·本-锡安

说明

In this calming visual arts activity, students will work together to create mandalas, gaining an understanding of how individual pieces can come together as a whole.

路线

• 介绍：
  • Start by sharing examples of mandalas. Ask students to indicate the similarities and differences they observe. Share information about mandalas as an art form.
  • Explain to students that they will be making mandalas collaboratively; the artworks will be passed around so everyone can contribute. 
• 制作曼荼罗：
  • Each student receives a square piece of paper and begins a mandala with a small circle in the center. 
  • Students pass the paper to their right. The next student will have 3 minutes to add a pattern around the circle. When the time is up, students pass the mandala to their right again. Each time the mandalas are passed, students add a concentric circle of pattern.  The mandalas are done after approximately 4 rounds.
  • The completed mandalas can then be arranged as pieces of a larger full-class mandala. 
• Reflection: Ask the students the reflection questions below.
  • How did making a repeating pattern make you feel? 
  • 你是如何选择材料/图案的？
  • 与小组中的学生分享你的作品是什么感觉？
  • 你期待曼荼罗会这样出来吗？ 

过渡到活动

Show pictures and describe different mandalas. Ask students to share how they are similar or different. 

退出活动

Use the concept of how the individual parts of a mandala make up the whole as a metaphor for how this was one of many activities that are part of students’ experiences today. 

课堂布置

Students will need a surface on which to create, and be arranged so that they can easily pass the artwork around. Some options include working at large tables or with desks in a circle.

支持/自适应材料/工具

• Provide Classroom Professionals with examples in advance so that students have additional time to examine them. 
• Model turn-taking and passing the mandala with Classroom Professionals.
• Provide a few different materials to create the mandalas and offer students choices.
• Mandalas can be made with a variety of materials, including: markers, pencils, stamps and stickers, dot markers, washi tape,   pre-cut collage shapes, earth-work (e.g. stones, leaves, feathers), and/or on digital devices.
• 使用 可视计时器, a chime, music, or other indicator to pace the transfer of artwork from student to student.
• This activity can be done in small groups or as a whole class.
• If using pencils or markers, provide adapted handle/pencil grips for those who need them.

课堂专业人员可能扮演的角色

• Assist with distribution of materials as needed.
• Participate in modeling and art making.

远程教学的调整

Ask students to pass their artwork digitally by taking turns on a digital drawing file or whiteboard.