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UNK Art Education

Unit Plan Template


Teacher:​ Ms. Ulferts Grade level: ​Eighth grade Time allowed: ​4 days

Title of unit: Mandala/Dreamcatcher project

NAEA Standards and Learning Objectives​:

Create:
Standard(s): ​FA 8.2.1.d ​Investigate and apply relationships between elements of art and principles of
design (glossary) to brainstorm visual possibilities (e.g., consider a variety of images and determine
how line and value create emphasis in art).
FA 8.2.1.b​ Recognize personal voice and make stylistic choices to reflect personal identity.
FA 8.2.1.f.​ Demonstrate respect for accepted procedures regarding responsible care of equipment and
materials (glossary).

Objective(s): ​Students will…

● The students will discuss the relationship of their color scheme to their emotional intent. (class
discussion, and possibly a pre-planning worksheet)
● The students will apply line, shape, space, color, pattern, repetition, rhythm and unity to their
design. (see attached rubric)
● Students will achieve symmetrical balance through the use of line, shape, color, and value.

● The students will use acrylic painting and mixed media to create symbols and designs that
illustrate self expression.

Connect:
Standard(s):​ ​FA 5.2.4.c ​Identify and discuss purpose and function of different art forms (e.g., “is this
object a sculpture, bowl, or decoration?”).

Objective(s): ​Students will…


● The students will identify and discuss the history behind mandalas and Native American
dreamcatchers. (worksheet)

Respond:
Standard(s): ​FA 5.2.2.c​ Interpret the message communicated by a work of art, using knowledge of
visual elements (glossary), subject matter (glossary), and mood.

Objective(s): ​Students will… ​The students will evaluate the success of their own work and the work of
their peers by analyzing their use of art elements and principles and symbolism to convey their
emotional intent. (See attached rubric)

Present:
Standard(s): ​FA 5.2.2.c​ Interpret the message communicated by a work of art, using knowledge of

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visual elements (glossary), subject matter (glossary), and mood.

Objective(s): ​Students will…


● The students will evaluate the success of their own work and the work of their peers by
analyzing their use of art elements and principles and symbolism to convey their emotional
intent. (See attached rubric)

Assessment and Evaluation​:

Formal (summative):
See attached rubric

Informal (formative):
Discuss with students the meaning and context behind the symbols and color scheme they have chosen
during class work time.

Theme, Big Idea, or Enduring Ideas and Issues​:


● Personal Identity
● Symbols Express Feeling and Ideas
● Celebration of Cultures

Teaching Rationale​:

Why this unit is being taught?


● This unit is being taught to expose students to how different cultures used symbolism and color
to express their feelings and ideas.

How does this unit relate to learning theory?


● Bloom’s Taxonomy
● Modalities

How is this unit appropriate for these student?


● The students in the middle school age group should be able to identify color and how it relates to
emotion.
● The students in the middle school age group should be able to identify how shapes relate to and
represent ideas.

How does this unit reflect the objectives and standards you stated above?
● Stated in learning objectives
Materials, Media, Technique, and Process​:
● Cardboard
● Graphite paper 2 pieces (one practice, one final)
● Graphite pencils
● Colored pencil
● Paint
● Paint brushes

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● String
● Feathers
● Hot glue
● Beads
● Worksheet

Style and/or Genre:


● Symbolism

Artistic, Cultural and Historic Connections and Contexts​:


● The students will recognize symbols and their use for a variety of reasons as depicted in
numerous ways.

Vocabulary:
● Mandala: ​A geometric figure representing the universe in Hindu and Buddhist symbolism​. It
represents wholeness, and can be seen as a model for the organizational structure of life itself.
● Symmetrical: Made up of exactly similar parts facing each other or around an axis; showing
symmetry.
● Color scheme: ​an arrangement or combination of colors, especially as used in interior decoration.
● Dream catcher: ​a small hoop containing a horsehair mesh, or a similar construction of string or
yarn, decorated with feathers and beads, believed to give its owner good dreams. Dreamcatchers
were originally made by Native Americans.
● Symbols: ​a mark or character used as a conventional representation of an object, function, or
process, e.g., the letter or letters standing for a chemical element or a character in musical
notation.
● Primary color scheme: Red, Blue and Yellow colors used.
● Secondary color scheme: Orange, Green and Purple colors used.
● Complementary color scheme: ​Complementary color scheme. Colors that are opposite each other
on the color wheel are considered to be complementary colors (example: red and green).
● Analogous color scheme: ​Analogous color schemes use colors that are next to each other on the
color wheel. They usually match well and create serene and comfortable designs
● Line: Line is a mark with greater length than width. Lines can be horizontal, vertical, or
diagonal; straight or curved; thick or thin.
● Shape:Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like
free-form or natural shapes. Shapes are flat and can express length and width.
● Space: Space is the area between and around objects. The space around objects is often called
negative space; negative space has shape. Space can also refer to the feeling of depth. Real space
is three-dimensional; in visual art, when we create the feeling or illusion of depth, we call it
space.
● Color: Color is light reflected off of objects. Color has three main characteristics: hue (the name
of the color, such as red, green, blue, etc.), value (how light or dark it is), and intensity (how
bright or dull it is).
● Value: ​Value The lightness or darkness of tones or colors. White is the lightest value; black is the
darkest.
● Pattern: Pattern is the repeating of an object or symbol all over the work of art.
● Repetition: Repetition works with pattern to make the work of art seem active. The repetition of
elements of design creates unity within the work of art.

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● Rhythm: Rhythm is created when one or more elements of design are used repeatedly to create a
feeling of organized movement. Rhythm creates a mood like music or dancing. To keep rhythm
exciting and active, variety is essential.
● Unity: Unity is the feeling of harmony between all parts of the work of art, which creates a sense
of completeness.

Teaching and Learning Resources​:

References:

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Modifications and Differentiations:


● Low-ability learners would be encouraged to create three symbols. They would also be
encouraged to try four folds if eight folds presents difficulties. Depending on the focus-level, the
student would be allowed to ask for an extension on the piece.
● High-ability learners would be encouraged to create seven symbols. They would also be
encouraged to try twelve folds if the student speeds through the project with eight folds.

Classroom Management Procedures​:


● Hot glue guns- designated station with only two students gluing at a time

Studio Procedures for Making Art​:

Daily Lesson:

DAY 1

Activator/ Introduction / Motivator / Anticipatory Set / Bellringer:


● Open discussion revolving around students’ prior knowledge of dream catchers and mandalas.

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Transition / Segway:
● Students will enter the classroom and check the whiteboard for instruction
○ Daily Goals/Objectives
○ Materials List
● Students will set up their studio area with sketchbook/notebook and pencil if they choose to take
notes

Teacher Demo / Direct Instruction:
● Teacher Powerpoint explanation (15 minutes)

Individual Practice / Independent Practice​:

● Distribute handout/worksheet (see attached worksheet) (15 minutes)


○ Decorate your dream catcher with the colored pencils with three symbols that represent
you. Pick one color scheme. This will be one of two practice rough drafts before your
final project.
■ Think of your negative emotions, triggers, or experiences and trap those negative
thoughts/triggers/experiences inside of your dream catcher by writing them down
inside the circle.
■ Write your strengths, positive traits, activities and other things/people you love all
around the outside of the dream catcher.

Closing:
● Towards the end of the period, students will engage in a brief show and share with their peers.
○ Clean up instruction (5 min)
● Announce that tomorrow, they should check whiteboard for goals/objectives, materials list,
retrieve their worksheet and sit in their spot next to a piece of circle tracing paper to work on
their second rough draft. Then wait for instruction.(One on one)
● Announce that tomorrow, they should check whiteboard for goals/objectives, materials list,
retrieve their worksheet and sit in their spot next to a piece of circle tracing paper to work on
their second rough draft. Then wait for instruction.
○ Place worksheets in student cubbies
○ Put away coloring pencils

Special Clean-up Procedures​:

DAY 2

Transition / Segway:
● Students will enter the classroom and check the whiteboard for goals/objectives, materials list,
retrieve their worksheet and sit in their spot next to a piece of circle tracing paper

Teacher Demo / Direct Instruction:


● Teacher will demo how to use the circle tracing paper to make a mandala step-by-step. (10-15
minutes)
○ Begin by folding the mandala in half, so the sides line up with each other
○ Crease the fold with fingernail
○ Still folded in half, fold in half again, creasing the fold with your fingernail, making 4
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different sections if you were to open it


○ Keeping the paper folded, fold in half again with your fingernail, creating 8 different
sections if you were to unfold it.
○ Unfold the tracing paper so that the circle is only folded in half once, making a half circle
○ In one of the two middle sections, draw a design containing 3 symbols and 5 elements of
art. Be sure that some of their lines touch the edges of the section, but do not draw past
the fold
○ Using the existing crease, fold the drawn section over onto the section next to it and
draw the design that is shown through the paper
○ Continue refolding and drawing process until all eight sections have the design drawn on
them

Individual Practice / Independent Practice​:


● Students will make a mandala that will include their final design that will be transferred to
cardboard later on (15-20 minutes)

Studio / Guided Practice:


● Transferring design to cardboard demo
○ Place the circle tracing paper with final design on top of the circle graphite paper. Place
these on top of cardboard circle
○ With the circles lined up as best as possible, tape down the paper to the cardboard on
the edge in four areas equal distances apart
○ Begin tracing over the design with pencil with pressure, but not too much to tear through
the tracing paper
○ Once the entire design has been traced over, remove tape carefully and remove paper
from the cardboard circle
○ Look over design, making sure it was completely transferred over or if there are areas
that need attention
○ If time allows, students may transfer final design to cardboard.

Closing:
● Clean up instruction
○ Students will put worksheets, tracing paper, cardboard, and pencils in appropriate area
(5 minutes)
● Announce that tomorrow, they should check whiteboard for goals/objectives, materials list,
retrieve their worksheets, tracing paper, and cardboard and sit in their spot. Then wait for
instruction.

Special Clean-up Procedures​:

DAY 3

Transition / Segway:
● Teacher will go over instruction for the day
● Introduce acrylic paint (10-15 minutes)
○ Teacher will do another quick demo of transferring design onto cardboard
○ Students will transfer design onto cardboard if not done already

Teacher Demo / Direct Instruction:


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● Introduce acrylic paint (10-15 minutes)


● Explain color scheme choice (one-on-one assessment)
○ Paint brush cleaning demo
○ Talk about process with feathers

Studio / Guided Practice:


● Students will choose scheme and begin painting (15-20 minutes)

Closing:
● Clean up instruction
○ Students will put away materials in appropriate area
○ Students will clean paint brushes and put away (5 minutes)
■ Palettes with paint will be covered with cling wrap with student’s name written on
the top in sharpie
● Announce that tomorrow, they should check whiteboard for goals/objectives, materials list,
retrieve their worksheets, tracing paper, and cardboard and sit in their spot. Then wait for
instruction.
● Announce that tomorrow will be their last studio day in class.

DAY 4

Transition / Segway:
● Teacher will go over instructions for the day

Teacher Demo / Direct Instruction:


● Attachment demo (10 minutes)
○ Cut out lengths of string measuring at least 5 inches
○ Hot glue about an inch of one end to the back of cardboard mandala
○ Thread beads or other objects on the string
○ Hot glue feather on other end of string
○ Hot glue a section of matte board with two slits and a string threaded through on the
back of dream catcher

Studio / Guided Practice:


● Students will complete their dreamcatchers.

Closing:
● Announce that tomorrow, they should check whiteboard for goals/objectives and materials list.
● Announce that if they are not done with their projects, they have after school and tomorrow
morning to complete them. They will be due, handed in, tomorrow.

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