approvedAdirondack Curriculum Project - www.adkcurriculum.org testede
NYS Content Area Standard

Arts: Standard 1: Creating & Performing: use selected mediums and techniques to communicate their ideas; Standard 4: the Cultural Contributions of the Arts: create art works that reflect a variety of cultural influences

 Title: Creating an Adirondack Personal Mandala

Grade Level: Art/High School

Author: Sue Freese, Town of Webb Union Free School

Email: susany@telenet.net
 Adirondack Curriculum Content Area
___ Natural History
___ Human History
_X_ Culture & the Arts
___ Government & Civics
___ Economy
___ Health, Recreation & Life Skills

Investigative Question or Issue: Who am I as an "Adirondacker"?

Challenge:  
Context for this Challenge: Prior to engaging in this challenge, students participate in a presentation by artist Sandra Hildreth  in which she shares her Adirondack mandala paintings with the class. Students also receive guided practice in the creation of mandala designs.

Challenge: Create a "personal mandala*", with acrylic paints, using your Adirondack experiences as a theme.

Process:
Create a personal folder of drawing sketchbook that will include:
  • Photos, from a disposable or digital camera, that record Adirondack places, people, symbols that have personal significance.
  • A list symbols, designs, images, and other information that has personal meaning to you. You will be able to use this in the mandala and in your personal essay that must accompany your final painting.
  • The guided practice activity about mandala design

Quality Standards:  
  • Research and personal reference materials will be organized in a folder, or drawing sketchbook
  • A 14 - 18" canvas will be constructed and primed properly
  • Painting will incorporate a mandala design and will include personal images, symbols, designs, etc., that will help illustrate "Who am I as an 'Adirondacker'?"
  • The acrylic paints will be used in a skillful manner, demonstrating good understanding of:
    • Color mixing,
    • Composition, and
    • Painting techniques
  • A reflective personal essay to explain the painting will be completed and handed in with the finished product.
We will discuss the timeframe for this project in class.

Examples of Student Work
Adapted for the Adirondack Curriculum Project from the work of Education By Design TM and Leading EDGE, LLC ©ACP 2002

   Product Quality
Checklist
Date: ________                                                                     Class Period: ________
Product Author(s):

 
 Product Title/Name:
Creating an Adirondack Personal Mandala
Evaluator Name(s)
 
 Observed Standard/Criteria
Possible
Points
Rating
  Used a Folder or Sketchbook to collect and save resources and ideas. It must include:
  • Photographic records of Adirondack places, people, symbols of personal significance that you have gathered using a disposable or digital camera
  • A list of these symbols, designs, images, and other information that has personal meaning to you
  • Additional research materials you may have gathered about your life in the Adirondacks
  • The results of the guided practice activity in creating a mandala design
  30  
  Properly constructed and gessoed 14-18" canvas 10  
  Produced "personal mandala" that includes an Adirondack theme, using acrylic paints on canvas. The media is used in a skillful manner, demonstrating good understanding of:
  • color mixing,
  • composition, and
  • painting techniques
 50   
  Personal Essay handed in with painting that revealed the thinking and inspiration that led to the creation of the mandala.
  10  
   
    
 
TOTALS
  100  

Comments:nysca The cameras allowed students to freely photograph the things that were important to them. The became reference material and personal inspiration to be used in their sketchbooks. They were later used to create photo mandalas (which could be an additional challenge).  The writing that accompanied their mandalas was passionate and from the heart - it could become a shared assignment with an English class.