Investigating the values and purposes and contexts of Rangoli art and responding to selected examples of this art form. Adapt the following sequence to the needs of your students, and the number of sessions available for implementation.

1. Teachers/students look at a range of images of rangoli designs and select an example of a rangoli pattern(s) to discuss in more depth. Students and teacher use a sequence of questions to respond to the image of the artwork, describing what is seen (including first impressions), identifying its formal qualities (focusing on line and pattern, repetition) and interpreting its meaning and mood from a personal point of view. Students can be encouraged to offer evidence for their interpretations and also discuss connections to other artforms or patterns they have seen.

2. Describe the viewing context for the image. For example, is it at an actual local festival site, on the internet, or from a book (teacher could organise a range of patterns for viewing from this resource, from photographs or from listed websites). Discuss the effect this has on being able to respond the image and understand it.

3. Present back /share responses to the artwork with others through a discussion/display - students could use drawing to include visual responses as well as spoken or written words.

4. Record questions raised by looking at the image eg.how/why the artwork was made. These questions require further research.

Considerations for implementation

• For images of Rangoli art see suggested website resources and books as well as images which accompany the unit.
• Refer to the recent Ministry of Education visual art resources. They include a range of useful questions for looking at an artwork which can be adapted and sequenced for this purpose.  
• Students could use their visual diaries to respond to the rangoli images through drawing.

5. Brainstorm ways to research and identify the purposes and values of Indian rangoli art forms in everyday and ceremonial life. It may even be possible to ask a rangoli-maker about such aspects of the process and cultural values. Refer to the accompanying list of internet sites, books and visual references if it is not possible to see a demonstration at the Diwali festival or to interview an Indian rangoli maker.

Considerations for implementation

• See notes from suggested website links and books as well as images which accompany the unit.
  

6. Use selected and available sources to investigate aspects such as the values and purposes for Rangoli including the role of women as artists; the ways in which knowledge of rangoli patterns is handed on; the sources of visual ideas for designs, and the materials and processes involved in producing rangoli patterns. Groups could investigate different aspects and then report back, depending on group skills and the time available.

7. Record research findings in a visual diary using drawings, images and words. Highlight any of the findings, which are different from/same the students' first ideas about rangoli patterns. If there is the opportunity to be taught or to watch a rangoli being made by a practitioner, draw and record the steps using the digital camera.

Considerations for implementation

• Visit this site for an animated sequence of drawing a rangoli.

Reflection

1. Use De Bono's "Blue Hat thinking" (thinking about thinking) to reflect on what has been found out in the research which can not be understood by just looking at the patterns.

2. Other 'evaluative' questions, which could be useful in this session, might be:

• What was confirmed or added to our initial ideas about rangoli?
• Is it important to make our own interpretations of the artwork as viewers as well as to learn about the artists and reason for the artworks?
• What art forms do we have in our community which share similar values?
• Are there occasions in our community, family in which we create artworks which may not last over time or are renewed?
• What have we learned about this artform?
• What skills do the artists have which we admire?
• What symbols can we identify which have special meaning for us?