THE MASKS WE WEAR 5

THE MASKS WE WEAR

THE MASKS WE WEAR

Learning Description

Students will discuss how people “wear” masks to cover their true feelings. Students will view masks of various cultures and how color, line, shape, and expression are used in masks.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a mask using the elements of art that depict a feeling or emotion.

Essential Questions

  • How can I use the elements of art to create a mask that represents a feeling or emotion?

 

Georgia Standards

Curriculum Standards

HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1.c Describe and apply the basic health concept of mental and emotional well-being.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

VA5.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-5.1.1 Describe coping strategies to promote mental health.

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007).

M-5.7.1 Model behaviors that promote healthy relationships with family and peers.

M-5.7.2 Demonstrate positive self-management skills.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.2 I can use three-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Emotions - The feelings we experience in response to what happens around us or inside our minds
  • Expression -  The movement or arrangement of facial muscles that conveys a person’s emotions, intentions, or reactions—such as smiling, frowning, raising eyebrows, or widening eyes

Arts Vocabulary

  • Symmetry - A sense of balance and harmony created when elements on one side of a composition mirror or correspond to elements on the other side
  • Balance - This is a sense of stability in the body of work. Balance can be created by repeating the same shapes and by creating a feeling of equal visual weight.
  • Contrast - The arrangement of opposite elements in a composition (light vs. dark, rough vs. smooth, etc.) Similar to variety, which refers to the differences in a work, achieved by using different shapes, textures, colors and values.
  • Symbolism - The use of images, colors, objects, or figures to represent ideas, emotions, or concepts beyond their literal meaning
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)
  • Line - A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Value - This describes the lightness or darkness of a color. Value is needed to express volume.
  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.

 

Materials

 

 

Instructional Design

Opening/Activating Strategy

  • Show students expressive masks from various cultures such as African tribal masks, Japanese Noh masks, Greek theater masks, etc.
    • Ask students:
      • What emotions do you think these masks are showing?
      • What do you see (colors, lines, shapes) that makes you say that?
      • Facilitate a discussion about the role of masks–why do people wear them? Ask students if we “wear” masks in our daily lives. Ask them to discuss with a partner a time when they wore a “mask” and what purpose it served.

Work Session

  • Discuss the Elements of Art and have students explore the elements and how they can show emotions in their sketchbooks.
    • Line: jagged for anger, wavy for calm, swirly for confusion, etc.
    • Color: red for anger, blue for sadness, yellow for joy, etc.
    • Shape/Form: sharp vs. soft shapes to convey intensity or gentleness
    • Texture: rough = tension, smooth = peace
    • Value: light/dark contrast to show drama or calm
  • Provide or have students brainstorm a list of emotion/feeling words. Have each student select one to convey in their mask.
  • In their sketchbooks, students should plan out their designs for their masks. Students should label how they’ll use each element to express that emotion.
  • After students have designed their masks, students should use the mask templates, collage materials, and/or drawing tools to bring their masks to life.
    • Encourage creative texture and layering for depth and dimension.

 

Closing Reflection

  • Gallery walk: Display masks around the room. Have students circulate and observe how their classmates conveyed emotions through masks; students should leave sticky notes with feedback about how students used the Elements of Art to convey emotion.
  • Artist statement: Each student should write or present a short reflection:
    • What emotion does your mask represent?
    • Which Elements of Art did you use to express it?
    • What other design choices did you make and why?

 

Assessments

Formative

  • Observe students’ responses to the opening discussion.
  • Circulate the room and guide students in the creative process. Observe whether students can use the Elements of Art to convey their chosen emotion.

Summative

 

Differentiation

Accelerated: 

  • Have students design a character to go with their mask. Students should continue to use the Elements of Art to design their characters. Students can then name their characters.

 

Remedial:

  • Create a short list of emotions for students to choose from.
  • Brainstorm as a class how the Elements of Art can be used to convey emotion. Create anchor charts of each element to post on the walls.
  • Provide students with pre-cut masks.
  • Limit student materials to a manageable amount.

 

Additional Resources

  • Color chart showing common color uses for feelings and emotions.
  • Line chart that shows common uses for color and emotions.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen

*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.

Revised and copyright:  August 2025 @ ArtsNOW

 

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TRANSFORMATION COLLAGE 5

TRANSFORMATION COLLAGE

TRANSFORMATION COLLAGE

Learning Description

Students will create a collage that takes a concrete written thought about themselves or the world and change it. Each student will write down thoughts on a square and must transform that square into a collage that is positive.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use the art of collage to express myself and create meaning.
  • I can change objects and thoughts.
  • I can use artistic processes to help me transform my thoughts and feelings.

Essential Questions

  • How can we change objects or thoughts?
  • How can we apply artistic processes to assist us in transforming our thoughts and feelings?

 

Georgia Standards

Curriculum Standards

HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1.c Describe and apply the basic health concept of mental and emotional well-being.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

VA5.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-5.1.1 Describe coping strategies to promote mental health.

Standard 6: “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007).

M-5.6.1 Develop a plan to reduce and manage stress.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.1 I can use two-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Feelings - Conscious experiences we have in response to emotions, thoughts, or sensory input
  • Thoughts - The mental processes we use to make sense of information—such as ideas, opinions, beliefs, and problem-solving
  • Change - The process of becoming different, whether in form, nature, or condition

Arts Vocabulary

  • Collage - A composition developed by gluing colored paper, photographs, magazine pictures, fabric, and other two-dimensional materials onto a flat surface
  • Watercolor wash - A painting technique where a thin, diluted layer of watercolor paint is applied evenly across the paper to create a smooth background or base of color

 

Materials

  • 9X12 black paper
  • 6X6 mixed media paper
  • Pencils
  • Permanent markers
  • Glue
  • Oil pastels
  • Chart paper–one for each word–each labeled with “happiness”, “sadness”, “fear”, “anger”, and “surprise”
  • Paint chip samples or other colored papers in a variety of shades
  • The Perfect Square by Michael Hall read aloud (Story Time in the Galleries)
  • Sketchbook
  • Watercolor paints
  • Paint brushes
  • Water cups
  • Paper towels
  • Optional: Scissors

 

 

Instructional Design

Opening/Activating Strategy

  • Direct students’ attention to the chart paper posted around the room labeled with the following emotions: happiness, sadness, fear, anger, and surprise.
  • Pass out paint chip samples–one per student. Have students write a feeling/emotion word on it. Students should choose words other than the ones on the chart paper.
  • Have students post their paint chip on poster paper with the emotion that it most relates to.
  • Provide students several minutes to circulate and read the various words. Ask them to observe whether they see any similarities among the colors chosen for each of the emotions.

Work Session

  • Have students spend a few minutes reflecting on what makes them feel sad, angry, or fearful. Students should write down words associated with these things.
  • Next, pass out square pieces of paper. Have students use permanent markers to write their feeling words on the paper.
  • Have students identify colors that are associated with these feelings.
    • Using watercolors, students should use a watercolor wash to paint their entire square paper in the color(s) they identified.
  • While their paper is drying, read The Perfect Square with students.
    • Facilitate a discussion about how the square changed throughout the story.
  • Next, have students tear their paper into small pieces.
  • They will then rearrange the pieces into something positive (it can be representational or nonrepresentational) and glue them down on 9X12 paper.
    • Students should plan their composition in their sketchbooks and play with placement before gluing the pieces down.
    • Provide students with oil pastels to add details to their collages.

 

Closing Reflection

  • Provide students the opportunity to share their original feelings/emotions written on the paper and what they transformed them into.
  • Encourage students to share their design process.

 

Assessments

Formative

  • Teachers will observe whether students can identify feeling-related words and associate them with colors.
  • Teachers will observe students during the planning and artmaking process.

Summative

 

Differentiation

Accelerated: 

  • Have students add a written component to their work, such as an artist statement or poem.

 

Remedial:

  • Provide students with/create a class list of examples of positive symbols to choose from.

 

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen

*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.

Revised and copyright:  August 2025 @ ArtsNOW

 

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SHOE FOR YOU 5

SHOE FOR YOU

SHOE FOR YOU

Learning Description

Students will design a shoe for a classmate that reflects their personal qualities. They will use lines, shapes, colors, and symbols to show the traits and characteristics that make that peer unique.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a shoe that conveys another person’s personality and character traits using the Elements of Art.
  • I can use lines, colors, shapes, and symbols to communicate meaning.

Essential Questions

  • How can we use the Elements of Art to design a shoe that conveys another person’s personality and character traits?

 

Georgia Standards

Curriculum Standards

HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1.c Describe and apply the basic health concept of mental and emotional well-being.

HE5.4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

HE5.4.a Apply effective verbal and nonverbal communication skills to enhance health.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

VA5.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-5.1.1 Describe coping strategies to promote mental health.

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007).

M-5.7.1 Model behaviors that promote healthy relationships with family and peers.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.1 I can use two-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Personal attributes - The qualities, traits, or characteristics that make up an individual’s personality and behavior
  • Identity - The set of characteristics, beliefs, experiences, and qualities that make a person or group unique and recognizable

Arts Vocabulary

  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)
  • Line - A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Value - This describes the lightness or darkness of a color. Value is needed to express volume.
  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Space - The distance or area between, around, above or within things. Positive space refers to the subject or areas of interest in an artwork, while negative space is the area around the subject of an artwork. It can be a description for both two and three-dimensional portrayals.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)

Materials

A collection of 14 colorful, hand-drawn high-heeled shoe designs, each uniquely decorated with various patterns, symbols, and themes, are displayed in a grid on a white background.

A grid of 16 hand-drawn, uniquely decorated sneakers, each with colorful, imaginative patterns and themes, including animals, nature, holidays, and abstract designs. A website link appears at the bottom.

 

 

Instructional Design

Opening/Activating Strategy

  • Display examples of shoe art from the Bata Shoe Museum.
    • Ask students what they see, what they think, and what they wonder about the designs.
    • Have students identify the Elements of Art that they see in the shoes.
    • Facilitate a discussion about what the different designs communicate and how the artist used the Elements of Art to do that.
      • Have students discuss what they think the artist’s inspiration and process might have been.
    • Have students pair up (the teacher can assign partners, have them choose, or draw from a hat) and interview each other to discover their personal likes, dislikes, hobbies, etc.
      • The following is a sampling of questions students could ask:
        • What are your hobbies?
        • Do you collect anything?
        • What's your favorite color?
        • What's your favorite animal?
        • Who is your hero?
        • What is something that always makes you smile?

Work Session

  • Tell students that they will use this information to create a shoe that represents their partner.
  • Show various examples of shoes, such as the ones in the “Materials” section. Have students discuss what they think the artist’s process was to design the shoe.
    • Students should identify where they see the Elements of Art in the shoe designs.
  • Have students brainstorm and generate ideas for their shoes in their sketchbooks.
    • Discuss how the information that they gathered about their partner can be expressed visually. Have students explore different ways to visually communicate information in their sketchbooks.
    • Students should narrow down their ideas and select their favorite.
  • Pass out final artwork paper and shoe templates (if you are using them), and have students draw their shoe outlines and designs using pencil.
  • Then, have students use markers or colored pencils to add color and interest to their shoes.

 

Closing Reflection

  • Hang the finished pieces of artwork and have students guess who each shoe is representing based on the designs.
  • Provide students the opportunity to share their shoe designs and describe their process.

 

Assessments

Formative

  • The teacher will observe students’ ability to identify the Elements of Art in shoe artwork.
  • The teacher will observe whether students can use color, shape, line, and symbols to communicate meaning about their partner throughout the planning and creation process.

Summative

 

Differentiation

Accelerated: 

  • Provide students with a choice of materials, including paint, markers, oil pastels.
  • Have students create a sculpture of their shoe instead of a drawing.
  • Have students draw their shoes by hand rather than use a template.
  • Have students add value to their shoes to make them look three-dimensional.

 

Remedial:

  • Provide students with shoe templates.
  • Brainstorm as a class how to represent ideas through visuals.

 

Additional Resources

  • Color chart showing common color uses for feelings and emotions
  • Symbols chart that shows common uses for color and emotions

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen

*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.

Revised and copyright:  August 2025 @ ArtsNOW

 

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MINDFUL MANDALAS 5

MINDFUL MANDALAS

MINDFUL MANDALAS

Learning Description

Students will create mindful mandalas that use radial balance, pattern, and variety to calm the mind.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use and identify radial balance.
  • I can use color, pattern, and variety to create harmony.
  • I can use positive self-talk to change my mindset.

Essential Questions

  • What is radial balance?
  • How can we use color, pattern, and variety to create harmony?
  • How can positive self-talk change your mindset?

 

Georgia Standards

Curriculum Standards

HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1.c Describe and apply the basic health concept of mental and emotional well-being.

HE5.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

HE5.7.a Practice responsible personal health choices.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

VA5.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-5.1.1 Describe coping strategies to promote mental health.

Standard 6: “Students will demonstrate the ability to use goal-setting skills to enhance health” (NHES, 2007).

M-5.6.1 Develop a plan to reduce and manage stress.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.1 I can use two-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Mindfulness - The practice of paying full, non-judgmental attention to the present moment—your thoughts, feelings, bodily sensations, and surroundings

Arts Vocabulary

  • Mandala - A geometric design—often circular—that organizes patterns, symbols, and shapes around a central point, usually in a symmetrical or radial arrangement
  • Radial balance - A type of visual balance in which elements are arranged around a central point and radiate outward in a circular or spiral pattern
  • Variety - The differences in a work, achieved by using different shapes, textures, colors and values
  • Pattern - Repetition of specific visual elements such as a unit of shape or form
  • Unity - This is seen in a painting or drawing when all the parts equal a whole. Similar to harmony, which is achieved in a body of work by using similar elements throughout the work, such as color harmony.

Materials

A worksheet titled “Radial Symmetry Practice” with a blank name line and a large circle divided into eight equal sections—perfect for mindful mandalas or mandala coloring activities.

 

Instructional Design

Opening/Activating Strategy

  • Show the introductory video: Video of sand mandala
  • Ask students: “What is a mandala? Have you seen one before?”.
  • Lead a class discussion:
    • Mandalas are circular designs found in many cultures (Tibetan, Hindu, Native American, etc.).
    • They often represent unity, balance, and mindfulness.
  • Show students examples of mandalas. Ask students what is similar and different about them. Students should see that all mandalas have radial balance, pattern and repetition, and a color scheme.
    • Discuss how these things contribute to the unity of the mandala.
    • Tell students that they will create their own mandalas using symmetry, pattern, and repetition.

Work Session

  • Begin by demonstrating to students how to create a mandala.
    • Demonstrate how to trace a circle (use a paper plate or compass).
    • Fold it in half three times to create eight sections (like a pizza).
    • Draw guidelines through the folds with a ruler.
    • On a whiteboard or projector, demonstrate how to repeat simple patterns (shapes, lines, symbols) around the circle.
    • Emphasize radial balance—what’s on one side should mirror around the circle. All patterns should radiate out from the center.
  • Have students practice/plan for their mandala using a planning guide.

A worksheet titled “Radial Symmetry Practice” with a blank name line and a large circle divided into eight equal sections—perfect for mindful mandalas or mandala coloring activities.

  • Students should draw at least four repeating shapes/patterns in each section.
    • Encourage students to use variety in shapes and lines, remember to show radial balance, and draw lightly for clean pencil sketches.
  • Before moving to the final product, students must:
    • Turn in their practice sheet.
    • Receive teacher approval for:
      • Radial balance
      • Creativity
      • Pattern and repetition
      • Variety
      • Completion of design
    • Students should follow the steps to create their final mandala.
      • Trace a large circle on the final paper.
      • Fold in half three times to get eight symmetrical sections.
      • Use a ruler to trace the fold lines lightly.
      • Begin drawing the approved practice design.
      • Once the full design is complete, trace carefully with black Sharpie.
      • Select a color scheme.
        • Add color using markers or colored pencils.
          • Encourage thoughtful color choices.
          • Remind students about color balance and repetition for unity.

 

Closing Reflection

  • Have students reflect by creating a brief reflection/artist statement. Students can include the following:
    • How did creating your mandala make you feel? Did you practice mindfulness?
    • What was challenging or calming about the process?

 

Assessments

Formative

  • Observe students’ discussion responses and whether students can identify and create radial balance, patterns, variety, and color schemes.
  • Conference with students during the art-making process.

Summative

 

Differentiation

Accelerated: 

  • Incorporate math concepts such as fractions, radius, circumference, and area.
  • Have students use colored pencils to create changes in value in the mandala creating the illusion of three-dimensions.

 

Remedial:

  • Provide students with a Mandala that is already cut out with dividing lines in place.
  • Provide images and design choices for them to choose from.

 

Additional Resources

  • Examples of various lines and shapes that work for mandala designs

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen

*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.

Revised and copyright:  August 2025 @ ArtsNOW

 

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TAG YOUR LIFE WITH POSITIVITY 4

TAG YOUR LIFE WITH POSITIVITY

TAG YOUR LIFE WITH POSITIVITY

Learning Description

In this lesson, students will explore how street art can be a powerful tool for communication and self-expression. Students will brainstorm uplifting words and phrases that can inspire others. Each student will select a positive affirmation—such as “You Matter”—and design it in a graffiti style.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: VISUAL ARTS & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain the difference between a tag, throw, and piece.
  • I can use line, shape, form, and symbols as a means of communication.
  • I can use positive self-talk to change my mindset.

Essential Questions

  • What are different types of graffiti?
  • How can I communicate meaning using line, shape, form, and symbols?
  • How can positive self-talk change your mindset?

 

Georgia Standards

Curriculum Standards

HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1.c Describe and apply the basic health concept of mental and emotional well-being.

HE5.4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

HE5.4.a Apply effective verbal and nonverbal communication skills to enhance health.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

VA5.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-5.1.1 Describe coping strategies to promote mental health.

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (NHES, 2007).

M-5.7.2 Demonstrate positive self-management skills.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.1 I can use two-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Positive mindset - A way of thinking that focuses on seeing the good in situations
  • Self-talk - The inner voice or thoughts you have about yourself and your experience

Arts Vocabulary

  • Line - A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)
  • Tag - A word design using the qualities of line; a tag cannot be colored in
  • Throw - A letter or word that can be filled in with color or design; the letters in a “throw” have shape
  • Piece - A “piece” letter or word now has the illusion of form; various forms of perspective create perceptions of height, length, and width

Materials

A cartoon shows two versions of the same person facing each other. Positive self-talk phrases, highlighting positivity, are in green bubbles; negative ones in orange. A prompt asks for more examples to help tag your life with uplifting thoughts.

  • Artwork examples:

A vibrant collage of colorful graffiti and text art featuring uplifting messages like

 

 

Instructional Design

Opening/Activating Strategy

Work Session

  • Engage the students in a conversation about having a positive mindset and what that means. Talk about how individuals who have a positive mindset pay attention to the good, rather than bad in people, situations, events.
  • Discuss different ways students can use positive self-talk to change their mindset. Show the image below.

A cartoon shows two versions of the same person facing each other. Positive self-talk phrases, highlighting positivity, are in green bubbles; negative ones in orange. A prompt asks for more examples to help tag your life with uplifting thoughts.

  • Ask students to brainstorm with a partner a time that they used or could have used a positive mindset to see the best in a situation. Ask them how this influenced the situation.
  • Explain the project to students. Show them some examples:

A vibrant collage of colorful graffiti and text art featuring uplifting messages like

  • Create a list of positive words and phrases with the students to use as a reference for their project (i.e., “dream big”, “persevere”, “you got this”, etc.).
  • Have the students choose a positive word or phrase for their project.
  • Introduce students to different types/styles/fonts of graffiti.
    • Discuss and show the differences between a tag, throw, and piece.
  • Practice/demo with students so that they get more comfortable drawing different styles.
  • Have students practice their word or phrase using tag, throw, or piece style graffiti.
  • When they have decided how they want to create their project and have practiced, pass out project paper and have them draw their designs. Remind students to fill the space on their paper.
  • Pass out black sharpies and have them outline their work.
  • Have the students use tempera paints to add color and interest to their work. Remind students to be sure to paint the background.
  • Display the finished pieces throughout the school to help spread positivity.

 

Closing Reflection

  • Provide students the opportunity to share their positive tag artwork and explain their artistic choices.

 

Assessments

Formative

  • Observe whether students:
    • Are able to identify how graffiti artists use lines, shapes, and colors in their work.
    • Can use lines, shapes, and colors to express themselves during the planning process.
    • Choose words and phrases to create a positive affirmation.

Summative

 

Differentiation

Accelerated: 

  • Provide students with a choice of materials, including paint, markers, oil pastels.
  • Have students add details like texture and pattern to the letters and/or background of their artwork.

 

Remedial:

  • Provide students with examples of positive affirmations to choose from.
  • Model how to create different styles of graffiti.

 

Additional Resources

  • Color chart showing common color uses for feelings and emotions
  • Line chart that shows common uses for color and emotions
  • Various alphabets of graffiti for students to view

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen, Katy Betts

*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.

Revised and copyright:  August 2025 @ ArtsNOW

 

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