Students will build on their previous understanding of zentangles and will be adding a positive message within their composition. In keeping with the concept of zentangles, the composition will consist of beautiful and intricate tangles ‘patterns’ that are separated by a fluid line ‘string.’
Students can use this to express their feelings in this uncertain time
4 sessions; 60 minutes per session
1. SWBAT build on previous understanding of zentangles to create a composition with a positive message
2. SWBAT create a composition that consistst of beautiful and intricate tangles ‘patterns’ that are separated by a fluid line ‘string.’
3. SWBAT use space, shape and varying weights of line to create a composition
3 words that are inspirational and hopeful.
This is a good Distance learning project and has been broken up into several sessions. Student will upload their progress at the end of every session so the teacher can send comments and advice.
-3 words that are inspirational and hopeful.
-The words should have a hierarchy of structure - meaning 1 should stand out as the most important, through scale and boldness. The other 2 words will be the supporting words and be smaller and less noticeable.
-At least 10 sections with different Zentangles in them.
Day 1 Procedures:
1. Select a sheet of paper at least 8.5”x11”. If you don’t have a blank unlined paper get creative, a back of a notebook, piece of cardboard, colored unlined paper (not too dark). Look around and see what you can use.
2. Draw a “string” or flowing line that crosses itself throughout the entire page.
Do this lightly so you can erase the lines that go into the letters.
You want to have a lot of different sections for your tangles - at least 10. *Use Pencil ONLY
3. Draw in 3 INSPIRATIONAL OR HOPEFUL words
One word should be larger (more important) than the other 2
They don’t have to entirely fill a sections
Take a picture and upload to Classroom.
DO NOT THROW OUT - we are going to add to it.
Day 2 Procedures:
1. View the slideshow on Classroom to review Zentangles
2. Start filling in some of your sections with Zentangles.
There are a lot of Zentangle ideas on the slideshow but google more if you need it.
-TAKE YOUR TIME! I do not want to see a bunch of stripes and checkerboards
-Use a BLACK pen or marker for everything. One color only!!
-Do not use a ruler, this should just flow and doesn’t have to be perfect.
-Vary your lines, some are thin, some are thick, some areas are colored in black
3. Work around your words, but don’t outline the words yet.
You should get ⅓ of your paper done TODAY.
Take a picture and upload to Classroom.
Day 3 Procedures:
1. Please watch the video attached. It shows you how to add more details to your Zentangles.
2. Today you will continue to add to your Zentangles, you should get another 1/3 of your work done. I attached my progress of my work.
I also attached the rubric - You should have at least 10 DIFFERENT ZENTANGLES!!!
3. You do not need to finish the whole thing.
Do not touch the words yet, but you can fill in with Zentangles around them.
You should be working with black marker or pen
If you do not have black, use whatever color pen/marker you can find, as long as it is all the same color for the entire piece of artwork.
Please make sure to check any comments I left on your previous days work.
4. Upload a picture of your art progress on Classroom by the end of the day today.
Day 4 Procedures: FINAL DAY
1. Today you will fill in the rest of the spaces on your paper with Zentangles and finish the words.
2. WATCH the VIDEO attached to see how you should finish the words.
3. Your finished art is DUE at the end of the day on FRIDAY!
This gives you time to get it done - no lates!
The rubric for the project is attached so you can see how it will be graded.
Can't wait to see them all finished.
Daily uploads from students will receive comments and advice.
Final will be graded using the attached Rubric
This is a great Distance Learning lesson.
Students found how they enjoyed making Zentangles.
Color could be added too.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
Abstract Art, Op Art, Pop Art, Symbolism
Balance, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space