Students create radial designs inspired by the Rangoli created in India during Diwali celebrations.
3 sessions; 40 minutes per session
1. SWBAT understand the significance of Rangoli in the Indian culture's Diwali celebration.
2. SWBAT create a design plan with radial symmetry inspired by Rangoli.
3. SWBAT create harmony through color choices.
4. SWBAT exhibit good craftsmanship in the completion of their project.
1. Construction paper cut into squares (I had multiple colors available and used 9 inch paper)
2. Circle tracers (Big tin cans saved from the lunch room worked really well)
5. Color drawing media- construction paper crayons or colored pencils
6. Bottled Glue
7. Sand or powder
-Explain that Diwali is the Hindu festival of lights
-Rangoli are created on the ground to welcome visitors during the 5 day celebration
-Rangoli have radial symmetry and can be made with a variety of materials from pastes and powders to flower petals
-Look at photos of rangoli. Discuss images, organization of design, math concepts present in the art.
2. Demonstrate creating rangoli inspired design
-Trace circle in center of square paper
-Place 8 small evenly spaced dots on the edge of the circle, starting with the diagonals from the corners and then in the center horizontally and vertically
-Put a small dot in the center
-Divide the circle into 4 or 8 sections, using a line or shape that connects from the center dot to all, half of the dots on the edge. (If only using 4, every other dot should be used).
-Further develop the design, making sure to repeat the pattern so that each section is the same. (For students, like a pizza or pie where every slice is the same.)
-Lines and shapes can be repeated outside the circle as well as inside.
3. Students begin
-Choose paper, label name, follow steps with their own design decisions
4. (Day 2) Color Demonstration
-Add color with construction paper crayons or colored pencils
-Remind students to outline shapes to help stay inside the lines
-Think about color choices to create harmony and pattern. Use different colors for shapes that touch to differentiate the pattern.
5. Students finish planning in pencil and add color
6. (Day 3)Finish adding color
7. (Optional) Add sand
-Rangoli are often created with powder or paste precisely sprinkled from the hand
-To imitate that experience, students may trace portions of their design with glue and sprinkle sand on top
Did the students create a radial design?
Was thought put into design and color choices?
Was good craftsmanship used in the execution of the drawing?
Rangoli are not always circular but they always have radial or rotational symmetry. We used circles to tie in to our Dot Day celebration.
My students loved the experience of adding sand to their artwork and all but one chose to do it.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students explore and understand prospective content for works of art
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[5-8] Students compare multiple purposes for creating works of art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts