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[teacherartexchange] Sue, re: parent's open house


From: Lorna Pezanelli (lornacp_at_TeacherArtExchange)
Date: Sun Aug 14 2005 - 05:24:48 PDT


This is a great lesson and thanks for your help! I would need to simplify the lesson
for the 6th graders to make it go a little faster. I do have resource materials on
mandalas that I could use. I browsed your website while looking at your mandalas and
it's just fantastic! Again, thank you for your help.


Sue Stevens wrote:

> Hi,
> you could do a basic mandela...
> my lesson is on IAD but I've put it here for convenience
> Here's the basics!
> - Students had one piece of white computer paper.
> - Students were instructed to draw one line, 8 inches long (close to the
> edge of the page) (8 inches will produce a 16 inch finished circle).
> - Using a protractor, students then measured 30 degrees (exactly!!! very
> important that it is exact!) - Students were then to draw a second line 8
> inches long to complete the 30 degree wedge. You could provide the students
> with a photocopy of a wedge - make sure it is LIGHT however, becuase you do
> not want heavy black lines on the edge of each wedge...
> - Once the wedge was drawn, students planned out thier design in pencil.
> - Students had a few criteria: there needed to be at least 3 continuous
> elements (things that would line up and continue all the way around), 2
> stand-alone items (things that would line up), a variety of line types
> (thin, thick, etc), and a balance between positive and negative (black and
> white)
> - Students were instructed on how to line things up ie: measure 3 inches up
> on one side of the wedge, then 3 inches up on the other side of the wedge.
> A line drawn between those two points will line up and go all the way around
> the circle when the wedges are put together.
> - Students then completed thier wedge using black fine pen and a black
> sharpie marker. It is important to remember not to outline the wedge. This
> will cause a repeated black line seperating each section of the pie. If you
> want to have contiuous white sections, then the wedge can not be outlined.
> I had my student leave the wedge lines on the paper lightly in pencil, as
> the photocopier did pick it up slightly, and it allowed the students to know
> where to cut the wedge out....
> - Students then handed this is....
> I took all the wedges to the photocopier and reproduced them 13 times each!
> (12 needed for the pie, plus one extra for mistakes).
> - taking a large sheet of cartridge (18 x 24") students drew a very light
> pencil line approximately in the centre. Using the protractor, students
> marked every 30 degrees with a small light dash. This was learned after the
> first class made a bunch of mistakes......It allows the students to know
> very quickly if their wedge is off from 30 degrees. If it is too small,
> they need to spread out the spaces throughout the circle (and then fill in
> the spaces with black marker afterwards). If it is too big, they need to
> space out the overlapping over the entire circle and no one will know the
> difference.
> - Students then carefully cut out all the wedges, and glued them onto a 18 x
> 24 inch sheet of white cartridge.
> - Students then cut out the finished rose window/mandella
> It really only takes a few for the design, one or two for the
> cutting and glueing - and the "ohh ahh" effect is high when they are done!
> You could easily make this simplier, by increasing the wedge size...
> ie: 30 degrees means 12 wedges but 60 degrees means only 6 wedges (which
> would also be nice!)
> Check out the samples on my website!!
> (semester 2)
> (semester 1)
> Enjoy!
> Sue Stevens
> ---
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