rangoli - an art of india


Level: 3-4
Year: 5-8
Duration: 3 weeks
Strand: Developing Practical Knowledge (PK), Developing Ideas (DI), Communicating and Interpreting (CI), Understanding the Context (UC)

Acknowledgement

Rangoli - an Art of India  is a resource for The Arts curriculum, focusing on the Visual Arts Discipline. Asia:NZ would like to thank Helen Moore, Christchurch College of Education for writing this unit and allowing us to share her work with others.

Achievement Objectives

Developing Practical Knowledge (PK)

  • Students will apply knowledge of the elements and principles to make objects and images and explore art making conventions, using a variety of techniques, tools, materials, processes and procedures (Level 3)
  • Students will apply knowledge of the elements and principles to make objects and images using art making conventions and a variety of techniques, tools, materials, processes and procedures (Level 4)

Developing Ideas (DI)

  • Students will generate and develop visual ideas in response to a variety of motivations, using imagination, observation and invention with materials (Level 3)
  • Students will generate and develop visual ideas in response to a variety of motivations, using imagination, observation and a study of artists' works (Level 4)

Communicating and Interpreting (CI)

  • Students describe how selected objects and images communiate different kinds of ideas (Level 3)
  • Students will explore how different media influence communication and interpretation of ideas in their own and others' work (Level 4)

Understanding in Context (UC)

  • Students will investigate purposes of objects and images in past and present cultures and identify contexts in which they were made, viewed and valued (Level 3-4)

Specific Learning Outcomes

By the end of the learning sequence students will:

  • Respond to an image of a rangoli using questions which provide a variety of viewing 'frames' to describe, analyse and interpret the artwork
  • Identify the viewing context for the selected rangoli image (for example, at a local festival site, on the internet, from a book) and how this affects the viewer's ability to understand the artwork
  • Investigate the cultural values and purposes of rangoli art
  • Design and make a time-based artwork to decorate a public space which celebrates a local, school or class event
  • Follow a process which involves drawing from observation (leaves and flowers, animals or geometric patterns), to generate ideas for a design to share with others
  • Use invention with materials to devise a way to translate the drawing into an artwork on an outdoors surface
  • Comment on and discuss the purpose of own artworks using relevant language of line, shape, pattern, repetition

Note: See accompanying resource notes about different categories of questions which address these viewing frames: description, formal analysis, interpretation and research into social contexts and values of rangoli making.

Process

  • Drawing
  • Design process
  • 3D art making process
  • Digital images
  • Elements and principles selected as a focus for art making and talking about the artworks could be line, shape, repetition pattern
  • Consider which 'language' of the element and principles can be modelled and encouraged in feedback and conversation

Essential Skills Focus

  • Communication
  • Social and cooperative
  • Numeracy
  • Physical
  • Problem solving
  • Work and study
  • Self management and competitive
  • Attitudes and values

Cross Curricular Links

  • Maths
  • Technology
  • Social Studies
  • Science

Teaching and Learning

This unit is divided into two parts

Resources Required

  • Arts in the New Zealand Curriculum document. Refer to page 88 "action-reflection" and its purposes in a programme of work
  • Design - exploring the Visual Arts in Years 1-6, page 29 (Ministry of Education Visual Arts resouce). Refer to the questions in these resources to support discussion about rangoli artworks
  • Design and Graphics in Technology, a resources for teachers of Year 1-8, page 13 (Ministry of Education)
  • Book extracts
  • Websites
  • Images of rangoli

Recommended References

Assessment

  • How can you give focused feedback to the students? Select and highlight one SLO as a particular focus for the feedback to, by and between students during the process, for each part of the unit
  • Part One
  • Part Two

Unit Evaluation

  • Consider recorded comments in relation to selected rather than all SLOs. What significant learning has been achieved?
  • Refer to page 92, Arts in the New Zealand Curriculum for information on effective forms of assessment