"Lets think positively" A lesson Plan By Remy Groh
Unit theme: Conquering Depression
Grade Level: Forth Grade
Projected Time: Five Days, with a class period of 50 minutes
Overview:
Students in this assignment will explore a lesson that has to do with an art therapy approach. By introducing an art technique called "zentangle," they will learn how this art form can be a meditative and calming process. Each student will create their work by focusing on the theme that is presented which connects to overcoming sadness. Each student will be given a 9 x 9 square with a one inch boarder that is divided up into four sections. In each section the student will mimic Robert Indiana's Love composition with a positive 3-4 letter word of their choice. If a student chooses to do a three letter word then in the forth section, they can use that space to sketch a logo, or symbol. Students will be required to think positively on concrete images that bring them happiness such as their favorite animal, favorite food, a toy, an element in nature, a fantasy character etc. They have the option to do a combination of a four letter word, three letter word with a drawing, or four drawings in each quadrant. The other creative aspect will include filling in the drawing or letter with a zentangle pattern. Each student is required to at least show five different zentangle patterns in each letter or drawing where patterns cannot repeat throughout their work. They will do this using pen and this part will be the monochromatic part where students focus on design and detail. The zentangle part will be filling the positive space and the background which students will learn is called negative space will be colored in by a color of their choice using colored markers. After their work is finished, students will have an open discussion with their classmates on why they choose the the subjects they did and how did they come up with a certain zentangle pattern.
Essential Questions:
Visual Culture Component:
Modern Pop Artist Robert Indiana (legal last name Clark) was born September 13, 1928 and is currently age 86 living in New Castle, Indiana. In 1968, Manhattan's Museum of Modern Art bought a painting called LOVE — and made artist Robert Indiana famous. It became a sculpture, a stamp, greeting cards. By seeing this popular painting that Robert Indiana produced, his design supports the idea that we can find logos in our every day lives whether it's for promotion, advertising or popularity. His design is now all over the world, and it's present in our merchandise, whether it is shoes, jewelry, rugs etc. When one logo becomes popular, the design or technique can usually be mimicked or used as inspiration for the creation of other logos that we can find everywhere.
Grade Level: Forth Grade
Projected Time: Five Days, with a class period of 50 minutes
Overview:
Students in this assignment will explore a lesson that has to do with an art therapy approach. By introducing an art technique called "zentangle," they will learn how this art form can be a meditative and calming process. Each student will create their work by focusing on the theme that is presented which connects to overcoming sadness. Each student will be given a 9 x 9 square with a one inch boarder that is divided up into four sections. In each section the student will mimic Robert Indiana's Love composition with a positive 3-4 letter word of their choice. If a student chooses to do a three letter word then in the forth section, they can use that space to sketch a logo, or symbol. Students will be required to think positively on concrete images that bring them happiness such as their favorite animal, favorite food, a toy, an element in nature, a fantasy character etc. They have the option to do a combination of a four letter word, three letter word with a drawing, or four drawings in each quadrant. The other creative aspect will include filling in the drawing or letter with a zentangle pattern. Each student is required to at least show five different zentangle patterns in each letter or drawing where patterns cannot repeat throughout their work. They will do this using pen and this part will be the monochromatic part where students focus on design and detail. The zentangle part will be filling the positive space and the background which students will learn is called negative space will be colored in by a color of their choice using colored markers. After their work is finished, students will have an open discussion with their classmates on why they choose the the subjects they did and how did they come up with a certain zentangle pattern.
Essential Questions:
- What connection does art develop through meditation and positive thinking?
- When someone is sad how can art help this person and how do you think a person feels after producing an art piece or during their artistic process?
- How do you make your own choices even when there are some limitations?
- By being your own individual, what makes you happy? How does art create happiness?
Visual Culture Component:
Modern Pop Artist Robert Indiana (legal last name Clark) was born September 13, 1928 and is currently age 86 living in New Castle, Indiana. In 1968, Manhattan's Museum of Modern Art bought a painting called LOVE — and made artist Robert Indiana famous. It became a sculpture, a stamp, greeting cards. By seeing this popular painting that Robert Indiana produced, his design supports the idea that we can find logos in our every day lives whether it's for promotion, advertising or popularity. His design is now all over the world, and it's present in our merchandise, whether it is shoes, jewelry, rugs etc. When one logo becomes popular, the design or technique can usually be mimicked or used as inspiration for the creation of other logos that we can find everywhere.
Vocabulary Found In this Lesson Plan
- Zentangles: are miniature pieces of unplanned, abstract, black and white art created through a very specific Method from an ensemble of simple, structured patterns called tangles
- Pattern: Can be repetition of an element in a work or in terms of a template for design
- Design: A plan or drawing produced to show the look and function or workings of a building, garment, or other object before it is built or made.
- Meditation: is a practice of concentrated focus upon a sound, object, visualization, the breath, movement, or attention itself in order to increase awareness of the present moment, reduce stress, promote relaxation, and enhance personal and spiritual growth.
- Depression: A medical condition that creates moods of sadness or lost of interest
- Negative space: is the space between objects or the parts of an object, for example the area between a cup and its handle. Also the space between an object and the edges of the canvas, i.e. the space around an object.
- Positive space: is the area or part of a painting's composition that the subject occupies. For instance, the positive space could be a vase of flowers in a still life painting, a person's face in a portrait, the trees and hills of a landscape painting.
- Color Harmony: Basic techniques for combining color compliments
- Achromatic: Black, white, gray and brown
- Analogous Color Scheme: colors that are next to each other on a color wheel
- Complementary color scheme: Colors that sit opposite of each other on a color wheel
- Primary Colors: Yellow, Red and Blue
- Secondary Colors: Green, Purple and Orange
- Stippling: An arrangement of tiny dots that can be wither in clusters or spread apart. An artist technique that can create design and value
- Value: The lightness or darkness of a color, or the shaded part that is rendered
Objectives
- Students will explore the techniques of zentangle and learn how this art form can connect with a meditative process.
- They will be able to work with color harmony, and be introduced to some design principals when creating their work. They will be focusing on the pattern making and how the patterns in zentangle connect with some of the design principals that we will discuss
- At the end, students will critique in an open discussion format about their final work. They will discuss values that they were trying to communicate and their process.
Ohio Art Standards:
- 5PE: "Link ideas in and design of works of art to emotions and moods expressed in them."
- 5pR: "Combine the elements and principles of art and design to create visually effective compositions in original works of art."
- 2RE: "Develop and share their ideas, beliefs and values about art."
Contemporary Artist who relate to our lesson:
Jill Ehlert
"A mixed-media artist with a studio practice in Cobble Hill, British Columbia. Jill is a graduate of the Ottawa School of Art [1988] and the Victoria College of Art [1992]. Her career spans 30 years of specialization with specific emphasis on the creation of experimental water-media, drawing and collage. In addition to her extensive formal education, she has built a solid base in design and developed a broad and well-respected knowledge of materials and creative application techniques. She creates complex, intricately layered drawings and collages. Nature, geology, organic forms, cellular structures, cycles of metamorphosis and regeneration inspire her work. she is interested in "bisociation" the idea of connecting unrelated elements, discovering similar patterns between objects and their relationship to each other.
Form more information and additional works check out her site: http://jillehlert.com
"A mixed-media artist with a studio practice in Cobble Hill, British Columbia. Jill is a graduate of the Ottawa School of Art [1988] and the Victoria College of Art [1992]. Her career spans 30 years of specialization with specific emphasis on the creation of experimental water-media, drawing and collage. In addition to her extensive formal education, she has built a solid base in design and developed a broad and well-respected knowledge of materials and creative application techniques. She creates complex, intricately layered drawings and collages. Nature, geology, organic forms, cellular structures, cycles of metamorphosis and regeneration inspire her work. she is interested in "bisociation" the idea of connecting unrelated elements, discovering similar patterns between objects and their relationship to each other.
Form more information and additional works check out her site: http://jillehlert.com
Neil Wyatt
Originally from Wales, UK. Neil Wyatt established his craft in painting and 3 dimensional art, in clay & pot work. Since moving to the United States he has progressively been working in the medium of oils and inks in an attempt to develop and identify his own unique style with a goal to exhibit his work throughout New England Wyatt's paintings are developed with .a keen interest in design. He incorporates the use of strong color, line and shape into his painting, using nature, familiar places, and man made substances as his subject matter. Many of the paintings are created with the idea that movement, or different forms of motion can be fused with the tangible and as a consequence, these images are broken down to evolve into contemporary abstracts. Other pieces formulate a more representative style. "It is however the process of painting that has been the primary goal in my work. Watching and experimenting with the use of technique, is what has holds the fascination for me, and how all these elements interact with each other and evolve towards a final piece of work." In 1999 Wyatt attained a bachelor's degree in counseling and found that the process of healing held parallel similarities to painting. As a result he incorporated this into his art and began a new career as a freelance art therapist working with abused children.Currently Wyatt is working in Massachusetts for a non-profit agency where he manages a day program for individuals who are developmentally disabled. It is here that he has created "Independent Art initiatives" for individuals that collectively work together to create
Form more information and additional works check out her site: http://neilwyatt.artspan.com/home
Originally from Wales, UK. Neil Wyatt established his craft in painting and 3 dimensional art, in clay & pot work. Since moving to the United States he has progressively been working in the medium of oils and inks in an attempt to develop and identify his own unique style with a goal to exhibit his work throughout New England Wyatt's paintings are developed with .a keen interest in design. He incorporates the use of strong color, line and shape into his painting, using nature, familiar places, and man made substances as his subject matter. Many of the paintings are created with the idea that movement, or different forms of motion can be fused with the tangible and as a consequence, these images are broken down to evolve into contemporary abstracts. Other pieces formulate a more representative style. "It is however the process of painting that has been the primary goal in my work. Watching and experimenting with the use of technique, is what has holds the fascination for me, and how all these elements interact with each other and evolve towards a final piece of work." In 1999 Wyatt attained a bachelor's degree in counseling and found that the process of healing held parallel similarities to painting. As a result he incorporated this into his art and began a new career as a freelance art therapist working with abused children.Currently Wyatt is working in Massachusetts for a non-profit agency where he manages a day program for individuals who are developmentally disabled. It is here that he has created "Independent Art initiatives" for individuals that collectively work together to create
Form more information and additional works check out her site: http://neilwyatt.artspan.com/home
Eloïse Bonneviot
Eloïse Bonneviot (1986, FR) is an artist living and working in London. Her works is absorbed by the accidental elements that occur in a world constantly in motion, specifically events that act autonomously and are triggered by causality. The artist seeks to encounter these events in an nonlinear, non efficient way. Using narrative structures, Bonneviot adopts perverted scientific methodologies to re-constitute stories. Mixing digital media in physical installations the works create a speculative space where one can wonder about the status of humans and their affective relationship with surroundings.
The Meditative Relaxation Cycle is an ongoing project that facilitate drawings from various artists online and within its machinic structure. The installation is a process where artists are asked to make a series of automatic. drawings in a meditative state. The drawings are then processed and compiled in movies that are used to relax the public in the installation. In its turns the viewer can purchase a manual to perform its own automatic drawing and upload them here.
Form more information and additional works check out her site: http://www.eloisebonneviot.com/index.html
Eloïse Bonneviot (1986, FR) is an artist living and working in London. Her works is absorbed by the accidental elements that occur in a world constantly in motion, specifically events that act autonomously and are triggered by causality. The artist seeks to encounter these events in an nonlinear, non efficient way. Using narrative structures, Bonneviot adopts perverted scientific methodologies to re-constitute stories. Mixing digital media in physical installations the works create a speculative space where one can wonder about the status of humans and their affective relationship with surroundings.
The Meditative Relaxation Cycle is an ongoing project that facilitate drawings from various artists online and within its machinic structure. The installation is a process where artists are asked to make a series of automatic. drawings in a meditative state. The drawings are then processed and compiled in movies that are used to relax the public in the installation. In its turns the viewer can purchase a manual to perform its own automatic drawing and upload them here.
Form more information and additional works check out her site: http://www.eloisebonneviot.com/index.html
Materials:
- 12 x 12 square of white stonehenge paper—each paper will have a one inch border already marked with tape that covers the border so the actual space will be 11 x 11 (50 count for mess ups).
- Pencils—to write the blocked letters or for drawing the object (30 count).
- Eraser—for mistakes on the parts that they are sketching (30 count).
- Different types of pens, each table will get four gell pens, four ball point pens and three micron pens sizes .02, .03, and .05 for the zentangle details and outlining (total pens 11).
- Color markers—filling the negative space with a color of the student’s choice (3 sets per table).
- Sharpies (four per table)
- Reference images—six handouts of various zentangle pattern ideas and six handouts of simple sketches of popular objects: food, animals, characters, nature, popular symbols and logos (12 handouts per table)
- Tracing paper in case the students are struggling with free handing the blocked letters (4 sheets per table)
- Folders and paper clips to organize students work by assigned table
Special Populations:
This can include:
Alternate Options :
This can include:
- Students who have physical disabilities such as motor skills which has to do with the dexterity in their hands when working with small details in the zentangle part.
- Being unable to distinguish colors
- Mental connections, not everyone may be able to comprehend the terminology of how can value be demonstrated in a principal of design, understand the difference between positive and negative space, or may not grasp where the colors fall on the color wheel which can make the color scheme aspect challenging if they do not understand a particular color scheme.
- Problems with being able to color in between the lines or shaking when sketching or not being able to hold the tool.
- The realism aspect: being able to create a picture or letter free hand by the references (this is why tracing paper will be available).
Alternate Options :
- Having pre cut letters and simple images ready so the student can draw the designs and then glue them on the final drawing
- Students can draw the zentangle design big and repeat the design throughout the whole letter or image so that they are not confined to the divided spaces marked in each positive form.
- If students are having a hard time distinguishing colors due to color blindness, students can draw monochromatic zentangle designs in their background where the whole background is one design and the next background can be another single design that is different, or if there is time they can make multiple designs in the background.
Procedure for Lesson Plan
Estimated Five Days if each class period is 50 minutes long so total minutes is 250 minutes
Day 1: Introducing the Project and Brainstorming (50 minutes or time it takes for a whole class period)
Day 2: Sketching Idea (50 minutes or time it takes for a whole class period)
Day 3: Finish up sketching and start the pen and ink zentangle design (50 minutes or time it takes for a whole class period)
Day 4: Continuing Zentangle (50 minutes or time it takes for a whole class period)
Day 5: Wrap up (50 minutes or time it takes for a whole class period)
Estimated Five Days if each class period is 50 minutes long so total minutes is 250 minutes
Day 1: Introducing the Project and Brainstorming (50 minutes or time it takes for a whole class period)
- Discuss what depression is and when students feel sad, what do they do for fun. Ask students the questions that connect to the objectives by discussing how art can be meditative.
- Presenting the process: introduce the visual culture component by discussing how our inspiration will be coming from Robert Indiana’s Love Painting/sculpture and talk about other contemporary artists who do designs that relate to zentangle lesson.
- Next will be the introduction to "what is Zentangle,"— teach them the different techniques and approaches of the design ideas that can come from the Zentangle technique. In this demonstration remember to talk about value, stippling, and what does pattern and design mean. Then open up to the class and ask them how zentangle can be meditative.
- After the introductions then explain how students will brainstorm for this lesson. Hand students the "Sun worksheet" so they can write down positive 3-4 letter words and ideas of favorite symbols, logos, concrete items/subjects that bring them happiness. Show the template as a visual of how the project will turn out. This template will include an example you have done yourself that has the quadrants marked down with the letters and drawings in each section to show them how big each one will look and where the color and patterns will be placed.
- For the rest of class time allow students to brainstorm ideas on their own and think of how they want their piece to look and make sure you come around to each individual and check their progress and their final idea.
Day 2: Sketching Idea (50 minutes or time it takes for a whole class period)
- In this day, Students will start drawing the letters on their 9 x 9 square and or sketch their image.
- First, you will give a demonstration on how big to draw the letters and or sketch and show how they need to be very simple and plain sketches with no detail because the detail will be saved for the zentangle element.
- Mention how at each of their table, they have references for blocked or bubble letter font types and reference sheets for simple plain drawings of animals, items in nature, popular food, fantasy characters etc where they can look off the image and copy from reference
- If the blocked letters are too hard to do by free hand, show them the tracing method using tracing paper to transfer the letter on to the 9 x9 square.
- Students during this time will figure out their layout/compostion. They will decide which letter or sketch will be placed in what quadrant. Once you see everyone's composition choices as you check each individual allow them permission to start the actual drawing. and where to place each letter or image in their grid. Students will use pencil and eraser for this process. Explain how they will be drawing the positive space which is the inside part of the form.
- Work with each table to make sure that they do not draw the letter or image too small and that it has no pencil detail. Make sure they create areas in pencil to break up the positive space in the shape for their zentangle designs once they get the basic drawing done.
Day 3: Finish up sketching and start the pen and ink zentangle design (50 minutes or time it takes for a whole class period)
- Students will finish sketching if they have not already completed this task from the previous day.
- Then demonstrate with the full attention from the class how you will start the zentangle part in each form
- In this demonstration remind them that they cannot repeat patterns and each letter or drawing needs to have a minimum of 5 different zentangle patter designs.
- Reiterate that they are filling the positive space which is inside the form and how the pen and ink will be creating a monochromatic color scheme and that there should not be any color on the drawing yet.
- Students will look over the zentangle reference sheets and choose designs they want to draw. Make sure you come around to each table to see if they have each of their sketch or letter with divided spaces indicated by their pencil so they can fill each area with the zentangle.
- Once they understand how they incorporate the zentangle designs within each space that they divided in the form themselves then allow them to start.
Day 4: Continuing Zentangle (50 minutes or time it takes for a whole class period)
- Students will finish their zentangle designs and stop until their whole letter or drawing is filled with various design patterns.
- If students finish early introduce how color will be included. Explain how color will be in the background as the negative space.
- Discuss with students the different color approaches in order to create color harmony. This will be the time where you introduce the different color schemes: Analogous Color Scheme, Complementary, Analogous, Primary and secondary colors.
Day 5: Wrap up (50 minutes or time it takes for a whole class period)
- If students have not finished the zentangle part, they should be close to wrapping that part up.
- Students will shade in the negative space with colored marker, they have the options to pick a color scheme of their choice or the colors they want to include. Remind them what each color scheme entails.
- Students will wrap up and finish coloring in the negative space
- Last 10-20 minutes will be the class discussion where students will reflect on their work if they want to and how they feel about it, their choice in color scheme, their choice in the particular word, or sketch of an item explaining why that sketch brings them happiness or what is it about the word they like. Ask them for feedback about what they thought about the process and if it was meditative or not?
Evaluation/Assessment:
__ Student was engaging in the project and thought about the process of how this can be a meditative assignment.
___ Each person have a chance to brainstorm? Did he or she come up with positive words or drawing choices to include in their layout.
___ Did each student think about how art can allow you to think positively and make that connection of how art can deviate a sad mind.
___ Looked over the handouts as a resource or were able to be creative to come up with their own ideas.
___ Each student fulfilled the minimum requirement of having no zentangle designs that repeated
___ Each student fulfilled the minimum requirement of having at least five different zentangle patterns that is in their positive space form
___ Understanding the vocabulary that was discussed in this lesson i.e. they didn't mix up the instructions for what to include in the positive space and negative space
___ A color harmony is evident in the drawing where conscious thinking was thought over on color harmony or a color scheme was demonstrated correctly that follows the scheme's definition.
___ The student actively participated in discussing their work to either the whole class, a person at their table or with me.
__ Student was engaging in the project and thought about the process of how this can be a meditative assignment.
___ Each person have a chance to brainstorm? Did he or she come up with positive words or drawing choices to include in their layout.
___ Did each student think about how art can allow you to think positively and make that connection of how art can deviate a sad mind.
___ Looked over the handouts as a resource or were able to be creative to come up with their own ideas.
___ Each student fulfilled the minimum requirement of having no zentangle designs that repeated
___ Each student fulfilled the minimum requirement of having at least five different zentangle patterns that is in their positive space form
___ Understanding the vocabulary that was discussed in this lesson i.e. they didn't mix up the instructions for what to include in the positive space and negative space
___ A color harmony is evident in the drawing where conscious thinking was thought over on color harmony or a color scheme was demonstrated correctly that follows the scheme's definition.
___ The student actively participated in discussing their work to either the whole class, a person at their table or with me.
Resources:
- Inspiration from Ida Bergson Canterbury Elementary Art School Teacher, Cleveland Heights OH. She found this lesson plan on a NAEA conference here’s the site http://drydenart.weebly.com/fugleblog/our-wish-for-the-worldhttp://drydenart.weebly.com/fugleblog/our-wish-for-the-world
- https://www.psychologytoday.com/blog/arts-and-health/201403/calm-down-and-get-your-zentangle
- http://tanglepatterns.com/about
- https://www.zentangle.com
- Inspiration from certified zentangle teacher Kathy Abbott, CZT that I met with at a stress week workshop at the Miami University Art Museum. <[email protected]>
- Ohio Art Standards