Teacher: Mrs.

Olsen Date: May 2019

Subject: Visual Arts - Design Grade Level: 4th & 5th
Title of Lesson: Zentangle Animals Lesson Length: 2-3 Classes
Overview of the Lesson
Lesson Summary: This lesson will apply the content of the previous class (Introduction to
Zentangle). Students will continue to explore and practice zentangle techniques to become
familiar and confident with them before working on a final product. Students will trace the
outline of an animal to create a Zentangle filled Silhouette using sharpie. They will learn
about mixed media by incorporating a watercolor and salt background to the final piece.

Massachusetts Framework Standards:

1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay,

various kinds of papers, textiles, and yarns, and understand how to use them to

produce different visual effects

1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques

2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D
works

Lesson Objectives: The students will be able to……..

-Generate at least 5 different zentangle designs in the final product
-Integrate at least 2 recognizable patterns within their final product
-Plan and execute specific zentangle designs through a practice packet
-Manipulate the effects of watercolor by adding salt

Materials/Equipment to be Used in Teaching the Lesson:

-Zentangle Packets (from last class)
-Printed sheet with one circle (can be half sheets)
-Pencils
-Watercolor Paper
-Thin & Thick Tip Sharpies
-Variety of Animal Stencils
-Watercolor Paints
-Palettes
-Water Cups
-Paintbrushes
-Salt (in dixie cups)
-Table Folders
-Transparencies
-Zentangle Video https://www.youtube.com/watch?v=HJcscODMhzY&t=46s
-Relaxation Music https://www.youtube.com/watch?v=lFcSrYw-ARY
-Watercolor technique https://www.youtube.com/watch?v=K-KYHJriivw

Enduring Understandings:
● Big Ideas: The students will understand that…
o Interesting designs can be created through exploratory drawing or “doodling”
o Most intricate patterns and designs can be broken into 2-3 simple steps
o Applying both positive space in a zentangle can give it a darker value
o Patterns can lead to unique designs
● Concepts:
o Entangle Technique
o Involvement of positive and negative space
o Pattern
o Mixed Media
o Craftsmanship

Essential Questions:
How can positive and negative space cause a zentangle to feel “complete”.
What benefits come from using multiple medias in a work?
How can mathematical elements such as pattern benefit artwork?

Content
Factual Content:
-Zentangle Technique
-Positive & Negative Space
-Patterns
-Watercolor techniques

Vocabulary:
Zentangle, Pattern, Line, Shape, Positive & Negative Space, Variety, Mixed Media,
Craftsmanship, Serendipity
Tier 1:
Line, Shape
Tier 2:
Pattern, Variety, Craftsmanship, Zentangle
Tier 3:
Positive & Negative Space, Variety, Mixed Media, Serendipity
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Verbal Responses to Higher Order Thinking Questions
Writing responses to Hooks & Exit Tickets

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Informal:
- Exit Ticket Assessments
 - Rubric Assessment (Final Product)

Formal:
-Cold Calling

Action/Instructional Procedures

CLASS 1 - Zentangle & Project Prep

Procedures:
● Anticipatory Set: (hook)
o Have students create a written response to “Do Now” on the board:
▪ “In what ways can math relate to artwork?”
o Let students share some responses
o Guide students to incorporating pattern in design.

● Step One: DEMO

o At center table, ask students to choose 2 zentangle designs from the zentangle
packet that they would like to see broken down. Demonstrate breaking a
complicated design down into 2-3 steps.
o Show students how to create their own design using pattern specifically.
▪ Through demo, ask students what they think the steps might be to get them
thinking creatively.

● Step Two: Introduce Project

o Place rubrics in transparencies on each table for students to view.
o Show students final product example.
o Explain the process of tracing, zentangling, and watercolor / salt technique.

● Step Three: Packets

o Hand out table folders (contains their tables work from last class)
o Have students work in their zentangle packets to practice / brainstorm designs for
their final project.
▪ Emphasize the importance of testing out a design before attempting it on a
final work of art (craftsmanship)
o Check in with students / make suggestions where needed
o EARLY FINISHERS - Create original zentangle on the back of the packet (Draw
tangled line and fill in sections with various designs)

● Step Four: Tracing

o Pass out watercolor papers and animal stencils.
o Students will trace their animals in pencil first, then sharpie.
o Students MUST include: Name, Day, & Period on the back!
 ● Clean-up (On Board)
o 5 minutes prior to bell (clean-up bell)
o Place work in folders to work on next class and make pile on center table
o Return sharpies to bin on central table
o Take exit ticket to seat to be completed.

● Closure: EXIT TICKET (handout)

o “Draw one artistic mathematical pattern.”
o “List something you learned in class today”

ACCOMODATIONS -
ELL- ELL students will be provided with a visual list of lines and shapes that include a
translation to support their participation in class. ELL students should be checked in with
frequently to see if they may need other supports. Class steps and project criteria may also be
translated if necessary. Encourage ELL students to ask questions!
IEP/505- Students of low-functioning disability should be provided with a modified
exercise of practicing pattern. This could be offering a variety of pre-cut construction paper
shapes to arrange into patterns. A paper with a drawn pattern to place shapes on may be offered
for more structure and support.

CLASS 2 - Zentangle Silhouette

Procedures:
● Anticipatory Set: DO NOW
o On the board: “We don’t make mistakes, just happy little accidents.” - Bob Ross
▪ Write 2-3 sentences about how this quote relates to art in your opinion.
o Explain definition of “serendipity” to students (turning mistakes into positive
outcomes). Have students repeat “serendipity” together.
o Ask “why would this be important for today's lesson?”
▪ Discuss how working with sharpie can be worrisome for it is permanent.
Remind students that this is ZENtangle and it should be relaxing. If a
mistake is made, it can be turned into something unexpected!
▪ We should practice craftsmanship but mistakes happen and that is okay!

● Step One:
o Hand out table folders for students to retrieve their zentangle outline.
o Pass out Sharpie markers.
o Students will work to fill in the entirety of their animal outline in this class period
using skills they have practiced from packets.
o Circulate the room while students work
▪ Offer advice & encouragement
▪ Show class student examples that meet criteria

● Step Two:
o Play zentangle video on board (with relaxation music) to inspire students while
they work.
▪ https://www.youtube.com/watch?v=HJcscODMhzY&t=46s
o Circulate the room while students work
▪ Offer advice & encouragement
▪ Show class student examples that meet criteria
o EARLY FINISHERS - Written Journal
▪ “What did you notice about your mood while creating your zentangle?
Why do you think that is? Would you want to practice the art of zentangle
on your own time? Why or Why not?”

● Clean-Up:
o 5 minutes prior to bell (clean-up bell)
o Place work in folders to work on next class and make pile on center table
o Return sharpies to bin on central table
o Take exit ticket to seat to be completed.

● Closure: Class Discussion

o “How did creating zentangles make you feel? How does serendipity encourage us
as artists?”
o Call on students to share & discuss.
ACCOMODATIONS -
ELL- ELL students will be provided with a visual list of lines and shapes that include a
translation to support their participation in class. ELL students should be checked in with
frequently to see if they may need other supports. Class steps and project criteria may also be
translated if necessary. Encourage ELL students to ask questions!
IEP/504- Students of low functioning disability should work on a pre traced animal
stencil to create various lines and shapes. Examples of simple patterns can be given for them to
view as well as watching the video. Their animal zentangle may be cut out for next class in order
to maintain silhouette shape if they go out of the lines.

CLASS 3 - Painting
Procedures:
● Anticipatory Set: Individual Experiment
 o On each table, have printed worksheet of a circle shape, palette of pre-mixed
watercolor, brushes, and a small cup of salt.
o Have steps on board:
▪ On paper, guess what will happen if salt is added to watercolor paint.
▪ Paint in the circle on your sheet.
▪ Sprinkle one small pinch of salt over the paint.
▪ Explain what happened when the salt was added.
▪ Move side 1 of drying rack.
o Ask students about what they noticed
o Explain that the salt actually absorbs the water which manipulates the effect of the
watercolor paint.

● Step One: DEMO

o Call students to center table
o Demonstrate painting the background of zentangle example with water only.
▪ Ask students why you’re doing this.
▪ A: Creating a water wash to float colors into.
o Demonstrate adding water to paints and transferring into wet spaces to show “wet
into wet” technique. Use variety of either warm or cool colors to maintain a color
theme.
o Emphasize how the water / paint does not spread into dry spaces.
o Demonstrate sprinkling salt to certain areas of paint to create starry effect.
o Explain to students that this is a mixed media project for it involves multiple
materials and processes.
o Answer any students questions about process before returning to seats.

● Step Two:
o Steps on the board:
▪ 1. Create a wash with water surrounding the zentangle silhouette
▪ 2. Float in either warm or cool colors (use at least 2)
▪ 3. Use 2-3 small pinches of salt to sprinkle into painted area.
o EARLY FINISHERS
▪ Independant Video on Chromebooks
● https://www.youtube.com/watch?v=K-KYHJriivw

● Clean-Up: On Board
o Work should be moved to side 2 of drying rack
o Paint and salt belongs on back counter
o Brushes should be rinsed and returned to container with other materials on
counter.
 o Wipe up any spills!
o Take exit ticket from front table.

● Closure: EXIT TICKET

o “What benefits do you see in using a variety of materials (sharpie, watercolor, &
salt) in art work? What are other ways to use mixed media?”

STEAM -
Math - Students will make connections between mathematics and artistic design through learning
about pattern.
Technology - the computer aid of a zentangle creation video will be used for class inspiration
and understanding.
Science - Students will learn about the chemical reaction of salt absorbing water and apply it
through painting.

Zentangle Animal Lesson

Self-Assessment Rubric

Name:______________________________ Date:_____________________

Day/Period:_______________
Grade yourself by circling the category (4,3,2, or 1) you believe you achieved in pencil.
Teacher will assess in colored pen after being collected.

4- Meets / Exceeds Expectations

3- Meets Expectations
2- Progress Towards Expectations
1- Support Needed

Category Description 4 3 2 1

Participation Did you participate in class engagement 4 3 2 1

(Engagement activities? Did you give your best effort
& throughout this project? Did you provide
Expectations) thoughtful responses to exit ticket and Do
Now questions? Did you participate in
following all clean-up procedures?

Final Product Did your final product include at least 5 4 3 2 1

(Elements of sections of zentangle designs? Did at least 2
Art) of them clearly represent pattern? Were there
at least 2 colors incorporated in your
background?

Zentangle Did you use zentangle materials for their 4 3 2 1

(Methods, intended purposes? Did you perform good
Materials, & craftsmanship in the zentangle by putting
Techniques) effort into neatly drawn designs? Did you
follow the wet into wet and salt technique in
your background?

Painting Did you use watercolor materials for their 4 3 2 1

(Methods, intended purposes?Did you follow the wet
Materials, & into wet and salt technique in your
Techniques) background? Did you express good
craftsmanship by painting around the
zentangle as shown in demo?