1. Topic-
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2. Content-
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Demonstrating the process of "centering" a student's focus in preparation
for learning how to draw.
Mindful Marks, meditation, strings, tangles, tangleation, shading,
tiles, mosaics, patterns, |
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3. Goals: Aims/Outcomes-
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1. Student will understand how to create an internal environment
that is conducive to learning.
2. The student will learn the principals of meditation in motion and
how it relates to drawing.
3. The student will be able to initiate his "centered focus" at will. |
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4. Objectives-
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1. Student can achieve focused, relaxed attention at will.
2. Student willingly initiates his Mindful-Marks meditation technique
at the appropriate time.
3. Student is able to disconnect with external distractions for the
duration of his practice or his instruction. |
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5. Materials and Aids-
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| Micron pens, tangle tiles, sketchbook |
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6. Procedures/Methods-
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A. Introduction-
1. Students perform hand dance. Each student is paired with one
other students. They are instructed to touch palms. The purpose is
to keep their touching palms in alignment as they move across an area
or move within an area. Alignment is that both hands are equidistant
from each student so that one or the other is not dominant.
2. In order to achieve this they have to be sensitive to the other
students movement, strength and intention. This sensitivity is related
to a student's internal mindset. He is ready for a warm up meditation
using Mindful-Marks.
3. Show examples of tangle tiles, as patterns: singly, in sketchbooks,
within line drawings and as a mosaic
3. |
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B. Development-
1. Give each student a tile and equipment and show what they are
used for.
2. Show how to frame a tangle, create a string and shade a tangleation.
3. Demonstrate two tangles. |
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C. Practice-
1. Have each student set up their tile for a tangleation.
2. Have each student practice the tangle in their sketchbook.
3. Have each student decide how to divide their tile and how they
will apply the patterns they have learned.
4. Have each student decide how they will shade their tangleation. |
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D. Independent Practice-
1. Finish their tile.
2. Create two variations of their tangles.
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E. Accommodations (Differentiated Instruction)-
1. Draw the string to start the process.
2. Encourage student to proceed at their own speed and comfort level.
3. Reinforce the ideas that there are no right or wrong marks.
4. Shorten time of meditation. |
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F. Checking for understanding-
1. Are the tangles an understandable pattern?
2. Is the surface of the tile covered with at least one example of
each tangle?
3. Did the student vary his tangle to his own style? |
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G. Closure-
1. The students should demonstrate a noticeable difference in their
level of distraction from the beginning of class until the end.
2. Students should have an understanding of the tangle process as
a means to focusing attention. |
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7. Evaluation-
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1. IF the student enjoys the practice it can be used at the beginning
of each drawing class to focus attention.
2. Can the student learn two tangles each class?
3. Is the student learning how to deconstruct patterns into basic
components. |
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