MANDALAS AND MEASUREMENTS

 

Georgia Standards

 

South Carolina Standards

 

Key Vocabulary

 

Materials

• Ruler
• White paper
• Pencils
• Colored pencils or markers
• Compass

 

 

Instructional Design

Opening/Activating Strategy

• Conduct the See, Think, Wonder visual literacy protocol using an image of Tibetan monks creating a sand mandala. 
• First, students will identify what they see in the image. Emphasize that they should make objective observations about the mandala. 
• Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the mandala. 
• Finally, ask students what they wonder about the image. 
• Facilitate a class-wide discussion around students’ observations, inferences, and questions. Draw students’ attention to how the artist uses line and shape to make the mandala (observations could include circles within circles, repeating designs, etc.).
• Explain to students that mandala art is an art form that dates back to 500 BCE in India. 
• Tell students that they will be creating their own mandalas using mathematical concepts.

 

Work Session

• Give each student a circumference measurement (it should be for a circle that could fit on an 8.5x11 inch piece of paper).
• Explain to students that they will be creating their own mandala art using the circumference measurement given to them as a starting point.
• Their mandalas will be made up of concentric circles–circles within circles with the same middle point. Show students an image of a mandala again and point out the concentric circles.
• To create their first circle, each student will calculate the radius of their circle using the circumference they were assigned. 
• Students will use a ruler to draw the radius of the circle. Then, using a compass, students will draw their circle on their white paper.
• Next, students should divide their radius into three parts. For example, if their radius is 3 inches, they could divide their radius into increments of 1 inch. The parts do not have to be equal. For example, if the radius is 3.5 inches, students could divide the radius into .5 inch, 1 inch, and 2 inches. 
• Students should then use their compass to create two more circles using the radiuses they created from the original radius. When this is done, students will have three concentric circles.
• Students should then calculate the circumference of each of the two smaller circles. 
• Explain to students that radial balance is a type of balance in art where all elements are equally arranged around a central point. Mandalas are examples of art with radial balance because all elements are equally arranged around a central point. Go back to an image of a mandala. 
• Draw students’ attention to the patterns in the mandala. Explain to students that pattern in art is a repetition of line and shape. Explain to students that they will use line and shape to create three different patterns. One pattern will go in each circle.
• Allow students time to work on designing their mandalas by adding patterns using pencil.
• Next, show students an image of a Color Wheel. Explain that colors across from each other on the color wheel (such as yellow and purple) are complementary colors–they contrast each other. Explain that colors next to each other on the color wheel are analogous colors. 
• Tell students that they will be adding color to their mandalas. One circle should have a complementary color scheme (red-green, yellow-purple, or orange-blue), and one should have an analogous color scheme (example–green, blue, and violet; red, orange, and yellow). Students can use any colors they choose for their final circle. 
• Students should add color using colored pencils or markers.
• Students should finish their mandalas by writing the equation for circumference followed by the three equations for their three circles.

Example:

C=2r

18.84 = 23

12.56 = 22

 6.28 = 21

 

Closing Reflection

• Conduct a gallery walk so that students can see how their classmates used math to create their artwork.
• Facilitate a discussion around the process of creating mandalas and how math is used in visual art.

 

Assessments

Formative

Teachers will assess student understanding by observing whether students are able to: 

• Find the radius of the first circle and circumference of the next two circles.
• Identify analogous colors and complementary colors.
• Write their equations for circumference using their own individual numbers.

 

 

Summative

CHECKLIST

• Students can create mandalas using concentric circles.
• Students can utilize a variety of patterns and color schemes in their mandala designs. 
• Each circle should have a different pattern.
• One circle should have an analogous color scheme.
• One circle should have a complementary color scheme.
• Students can correctly calculate circumference and radius.
• Students can write the equation for circumference correctly on their artwork.

 

Differentiation

Acceleration:  Do not give students a circumference. Instead, give students a sheet of 8.5x11 blank paper. Explain that students will need to create a circle on their paper that is large enough to draw two other circles in. Allow students to determine the radius of the first circle, draw the circle, and then calculate the circumference.  Require students to also find the area of each of their circles. Have students conduct an independent study on the history of mandalas focusing on how math is used in the design. 7th Grade Georgia Social Studies connection - Have students research the history of mandalas in India, which is a country of study in Georgia Social Studies.    Remediation:  Allow students to trace half-circle templates with whole number diameters to create their three circles. Students will still need to measure and calculate circumference and radius.  Allow students to work with a partner on calculations. Students will create their own artwork but will have the same measurements. Use one set of calculations for the whole class; work through the calculations together. Students will create their own artwork but will have the same measurements.

 

 ADDITIONAL RESOURCES

History of the Mandala  Image of Tibetan monks creating a sand mandala Color Wheel

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by:  Katy Betts

Revised and copyright:  May 2024 @ ArtsNOW