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Learning Objectives 

Students will: 

• Recall elements and basic vocabulary of geometry.
• Demonstrate understanding of polygons and apply geometry skills.
• Synthesize the history and cultural background of mandalas.
• Apply knowledge of polygons and understanding of mandalas to design their own mandalas.
• Design mandalas with the incorporation of polygons, symmetry, and color schemes.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Websites

Additional Materials

• Ruler
• Compass 
• Sticky notes
• Paper cups

Teacher Background

Teachers should review the and prior to the lesson. Explore different types of mandalas from this .

Student Prerequisites 

Students should have a working knowledge of geometry, including shapes of polygons and compass (technical drawing) skills.

Accessibility Notes

Modifications can be made by utilizing larger shapes, large grid paper, and/or templates for tracing shapes. Increase scale or use solid (pre-cut) shapes to support low/blind vision. Provide one-to-one aide assistance as necessary.

Engage 

1. Introduce the class to student-created mandalas by showing the .

2. Encourage students to share their observations of the creative process. Guide them to use mathematical terms, such as circle, shapes, polygons, and symmetry. Pause the video at a frame that shows a good image of the final product for a class discussion. Ask them, what do you notice about the environment in which the mandala was created?

3. Explain that the creation of a mandala can be both meditative and reflective and is often used as part of a religious or spiritual experience. Ask students to share words that describe the mandala to them. These words can indicate color, emotion, feeling, movement, etc. Explain that there is no right or wrong answer for this part of the experience.

Build

1. Dissect a mandala using mathematical terms. Distribute a pre-selected, non-colored mandala; the  a ruler; and a compass to each student. Discuss the following with the students:

The circle as the starting point for a mandala (The word mandala originates from the Sanskrit language and loosely translates to “circle” or “magic circle.” Identify the center of the circle and the circle itself, either shown or implied in the design. Using the compass, have students re-create the circle by locating the center point and tracing the circle.) NOTE: Some mandalas are square-shaped. For the purpose of this lesson, do not select a non-circular mandala.

The use of concentric circles to show movement into and out from the center of the circle.

The use of shapes to create a pattern. (Using a pencil, shade or cross-hatch repetitive shapes within the mandala. Use the correct terminology for the various shapes.)

The use of symmetry to show reflection within the circle. (The symmetry can be vertical, horizontal, or radial. Using a ruler and pencil, draw lines of symmetry on the mandala.)

2. Show the . Ask students to note what is similar in both flowers and man-made mandalas. Explain that nature is the inspiration for man-made mandalas. Explain that in some religions and cultures, the mandala is used as a tool for reflection. Explore more and images to build more background.

Apply 

1. Students will merge their mathematics knowledge and understanding of basic mandala structures to create their own mandalas. Distribute white paper and display the . Have students follow the directions and work independently to create their own mandalas.

2. Display the students’ mandalas around the classroom. Place a small paper cup by each piece of artwork.

Reflect

1. Capture the message of each mandala. Start by having the artist stand in front of their mandala, facing it. On a small sticky note or piece of paper, write the first word that comes to the student’s mind as the student views the artwork. (This word could reflect the shapes, colors, emotions, or message. Encourage descriptive words, such as angry or flowing, and not general words, such as nice or pretty.) Place the piece of paper in the cup.

2. Move students through a “Gallery Walk” to view and capture a word that comes to mind when viewing the artwork. Place the papers in the corresponding cups. When the Gallery Walk is completed, each artist should collect his or her cup with a set of words provided by classmates.

3. Assess students’ knowledge with a short essay about the mandala-creation experience. The essay should include: A) The artist’s intention with his or her choice of shapes, colors, design, B) The message received by the viewers, and C) How the artist might approach the mandala-creation experience differently if they were to do it again.