Springfield College

Lesson Plan Template

Teacher: Bryttnie Thomas Date: May 2019

Subject: Visual Arts Grade Level: 4th & 5th
Title of Lesson: Intro to Zentangle (Pre- Zentangle Lesson Length: 1 class
Animal Lesson)
Overview of the Lesson
Lesson Summary: This lesson will focus on the art form of zentangle. Students will explore
the elements of line, shape, positive, and negative space to create unique and detailed
designs. Students will create zentangles in groups to gather ideas from each other. They will
also practice their own zentangle patterns individually.

Massachusetts Framework Standards:

2.2 For line, explore the use of line in 2D and 3D works

Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk

around the school and note jagged, straight, curved, thick, and thin lines.

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example,

spheres, cones, cubes, in the environment and in artwork

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

-Identify the art method of zentangle
-Produce zentangles that contain positive and negative space
-Master multiple zentangle designs

Materials/Equipment to be Used in Teaching the Lesson:

-Zentangle Packets
-Zentangle Video
-Projector
-Drawing Paper
-Scrap Paper
-Thick sharpies
-Thin tip sharpies
-Class Roster List
-Rubrics in Transparencies

Enduring Understandings:
● Big Ideas: The students will understand that…
o By including multiple additives to a design it can become more intricate
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o Seemingly complicated designs can be broken down into simple steps
o The zentangle process can be meditative and relaxing
o Zentangles can be made up of simple shapes and lines
● Concepts:
o Zentangle, Meditative Process, Positive and Negative space

Essential Questions:
What is the importance of positive and negative space when creating designs?
What creates a zentangle?
What are the benefits of zentangling?
How can zentangle be used to apply elements of art?
Content
Factual Content:
Exploring design concepts
Learning about types of line and shape
Positive and Negative Space

Vocabulary:
Zentangle, Line, Shape, Design, Positive Space, Negative Space
Tier 1:
Line, Shape
Tier 2:
Design, Zentangle
Tier 3:
Positive Space, Negative Space
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Writing- Students will hand in a written exit ticket with their biggest takeaway from class
Speech- Students will engage in class discussion about shape, line, and zentangle

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

Informal
- Asking students questions verbally / cold calling during anticipatory set.
- Closure Exit Ticket - Writing one take away from class

Action/Instructional Procedures

Procedures:
● Anticipatory Set: (hook)
o On board:
▪ Left side - “What is line?”
▪ Right side - “What is shape?”
o Discuss as a class what line is… tell students “a line is a dot that took a walk.”
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Lesson Plan Template
▪ Ask students for examples of lines and draw on board.
▪ Show students other types of lines. Refer to line poster.
o Discuss as a class what shape is...tell students “a shape is a closed line”
▪ Ask students for examples of shape and draw on board.
▪ Show students other types of shape. Refer to shape poster.
o Make sure every student gets a chance to participate (use class roster list)

● Step One: “What is a zentangle?”

o Show students examples of zentangles and explain a bit about the process.
▪ Write “Zen” on the board and call on students to guess what it means.
● Guide students to understanding of meditation and intuition.
▪ Write “Tangle” on the board and ask students to make a connection
between the two words.
● The idea is a meditative drawing practice that can be calming and
soothing. Explain to students how it is widely used by art
therapists!
o Explain that in a zentangle, designs should have at least 2-3 steps
o Draw a large shape on the board
o Ask a student to come up to make this design more interesting by adding another
element.
o Have another student come up to add one more.

● Step Two: Group Zentangle

o All students start with a piece of drawing paper and a sharpie.
o They are to write their initials and table color in bottom right corner.
o Ask students to make a large shape on their paper and break it into 4 sections
(model this step on a piece of drawing paper and hold it up for them)
o Explain “We will be making zentangles in groups. I will set a timer for each
section of 2 minutes. At the end of the 2 minutes, pass your paper to the left and
attempt a new zentangle design on the paper you receive.
o When students eventually get their own paper, they will notice the difference in
everyone's ideas. This should be inspiration to try new designs.

● Step Three: Zentangle Packets

o Students will receive a zentangle packet to get started on. Explain that they are to
attempt a different design in each shape provided using inspiration from examples
in packet. Students will work on this packet for the remainder of class.

● Step Four: Cleanup

o Students should place their packets and group zentangles in table folders.
o Table folders should be brought up to make a pile on yellow table.
o Sharpies should be returned to correct bins.

● Closure: Exit Ticket

o “On scrap paper, write down how creating a zentangle can be considered relaxing.
How did you feel creating a zentangle? Make sure to write your name!”
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Lesson Plan Template
o Self-Assessment Rubrics are to be filled out and handed in with Exit Ticket.

STEAM - The connection to the meditative process and Art Therapy hits the STEAM connection
of Science.

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.
IEP/504- Students of low-functioning disabilities will be provided a modified
assignment. They will have a large paper with simple line and shape designs (zig zags, circles,
repetition of similar line) on the left side and a space to practice them on the right. They will be
provided with washable crayola marker to work with opposed to sharpies and may color their
designs if complete.

Reflection on Lesson

a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

Zentangle Intro Lesson

Self-Assessment Rubric

Name:______________________________ Date:_____________________

Day/Period:_______________
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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 the activity at the 4 3 2 1

(Engagement) beginning of class by giving an example of
line or shape? Did you give your best effort
in the group zentangle activity?

Design Did you attempt multiple zentangle designs 4 3 2 1

(Elements of within the zentangle packet? In your
Art) zentangle designs did you include at least 2-3
steps of line, shape, or space?

Clean-up / Exit Was your table cleaned up in time to begin 4 3 2 1

Routine the exit ticket? Were you standing quietly
(Expectations) behind your chair for the bell to ring after
completing the exit ticket?