Mendhi Hand Designs

Grade 4


Jillian Webberson


Introductory Information:
Title: Mendhi Hand Designs
Grade 4
Class Size: Approximately 24
Length of class: 50 minutes
In this lesson, students will learn about and examine Mendhi designs. They will think about how
culture influences art. After discussing the characteristics of Mendhi design, students will begin
to create their own designed hands.


STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING:

Art is a visual language.
Art making can tell stories.
Art reflects and shapes culture.
Artists of different cultures express meanings and ideas in different ways.


B. ESSENTIAL QUESTIONS:

How does art reflect, as well as shape, culture?
What can we learn from studying Mendhi designs?
In what ways do art tell stories?
What can artworks tell us about a culture or society?
How do artists express themselves in symbolic ways?
What is the role of pattern in abstract art?


C. STATE STANDARDS ADDRESSED:

PreK12 STANDARD 3 Observation, Abstraction, Invention, and Expression:
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
PreK12 STANDARD 6 Purposes and Meanings in the Arts: Students will describe
the purposes for which works of dance, music, theatre, visual arts, and architecture
were and are created, and, when appropriate, interpret their meanings.
PreK12 STANDARD 10 Interdisciplinary Connections: Students will apply their
knowledge of the arts to the study of English language arts, foreign languages, health,
history and social science, mathematics, and science and technology/engineering.


D. LEARNING OBJECTIVES:

The students will discuss the art of henna painting, Mendhi.
The students will examine cultures that practice this art form.
The students will study different examples of Mendhi designs.
The students will watch a short video of a Mendhi artist in action.
The students will think about the characteristics of Mendhi.
The students will think about designs and/or images important to them.
The students will reveal cultural and self - knowledge through their creations.
The students will be able to share their Mendhi designs with the class.


STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: Each students Mendhi design will
be unique to his or her own personality and interests. The final product will be their own
designed hands. Students will begin with drawing/tracing and painting their own hands
with their choice of skin tone. These will be cut out and glued in a position on a larger
Student work. Angier Elementary School. 2014.
piece of colored paper. Sketches of design ideas will be made on a separate piece of
paper, and will be used for drawing with pencil and sharpie onto the hands. Students
incorporate a continuous design with oil pastels in the background to complete the
composition. The designs will capture the essence of traditional Mendhi.


B. CONTINUUM OF ASSESSMENTS: Performance tasks and teacher assessment tools
that will serve as evidence of student learning will include:
Students participating in class discussions prior to actual art activity.
The teacher will review students preliminary concept ideas and sketches throughout
the course of the project.
Students being closely observed by the teacher along the way.
Students take part in group critique and sharing exercises.
Students will fill out a written assessment.
Documentation of student work to be posted on online portfolio/blog.


C. CRITERIA: (List the specific characteristics or conditions needed for successful
completion of the final product and learning objectives. You may turn your Objectives into
questions if desired)

Did the student discuss the art of henna painting, Mendhi?
Did the student examine cultures that practice this art form?
Did the student study different examples of Mendhi designs?
Did the student actively participate in introductory activities?
Did the student reflect on designs and images important to them?
Did the student reveal cultural and self - knowledge through their creations?
Did the student include all the components of Mendhi design?
Did the student share their designs with classmates?


STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

Colored paper
Cardstock
Acrylic paint (Multicultural)
Paint brushes
Containers of water
Pencils
Erasers
Glue
Brayers
Wax paper
Black Sharpies
Oil pastels

B. VOCABULARY WITH DEFINITIONS:

Mendhi - the traditional art of painting the hands, feet or body with a paste made from
the powdered, dried leaves of the henna plant : an ancient form of body art that has
been practiced in the Middle East, India and parts of Africa for thousands of years
Temporary - continuing for a limited amount of time : not permanent
Henna - a reddish-brown dye used especially for coloring hair or skin
Tattoo - to mark or color the skin
Student work. Angier Elementary School. 2014.
Motif - something (such as an important idea or subject) that is repeated throughout a
book, story, etc. : a single or repeated design or pattern
Design - the arrangement of elements or details in a product or work of art : a
decorative pattern
Pattern - to make or design (something) so that it is similar to something else of the
same type : to decorate or mark (something) with a design
Symbol - an action, object, event, etc., that expresses or represents a particular idea or
quality
Inspiration - something that makes someone want to do something or that gives
someone an idea about what to do or create : a force or influence that inspires someone
Expression - the act of making your thoughts, feelings, etc., known by speech, writing,
or some other method : the act of expressing something
Realistic - the quality of being very much like real life : the quality of seeming to be
real

Student work. Angier Elementary School. 2014.
Abstract - relating to or involving general ideas or qualities rather than specific people,
objects, or actions; of art : expressing ideas and emotions by using elements such as
colors and lines without attempting to create a realistic picture
Conceptualize - to form (an idea, picture, etc.) of something in your mind


C. VISUAL IMAGE RESOURCES:

Artistic Mehandi. Rohan. (This was a hand made photocopied packet. Images retrieved
from an Indian booklet)
Henna hand designs. (2014). Retrieved from http://www.art-is-fun.com/henna-hand-
designs.html
Karwa chauth. (n.d.). Retrieved from http://www.karwachauth.com/henna-designs-for-
palm.html
Mehndi mama. (n.d.). Retrieved from http://www.mehndimama.com/info.html



Student work. Angier Elementary School. 2014.
D. TEXT, MEDIA AND WEB RESOURCES:

Henna hand designs. (2014). Retrieved from http://www.art-is-fun.com/henna-hand-
designs.html
Mehndi artist Falguni Rajpara [Web Video]. Retrieved from http://www.youtube.com/
watch?v=85zxhjMVDPg
Mehndi mama. (n.d.). Retrieved from http://www.mehndimama.com/info.html
Merriam-webster. (2014). Retrieved from http://www.merriam-webster.com
The henna page. (2005). Retrieved from http://www.hennapage.com/henna/what/
freebooks/index.html
What is mehndi?. (n.d.). Retrieved from http://ssbea.mercer.edu/patelr/mehndi.htm


E. TEACHER INSTRUCTION:

The teacher will ask students questions to generate an introductory discussion (see
below).
The teacher will determine what information and knowledge students can share. Based
off of their responses, the teacher will continue asking questions.
The teacher will introduce Mendhi designs.
The teacher will show information about Mendhi designs through examples and facts
that are on the display board.
The teacher will explain what materials are traditionally used and what materials we are
going to use.
Student work. Angier Elementary School. 2014.
The teacher will show examples of traditional designs as well as modern
interpretations.
The teacher will introduce the goals for the day: 1. Trace hands, 2. Choose skin tone
and paint hands, 3. Cut out hands, 4. Glue hands on background paper
The teacher will demonstrate todays goal.
The teacher will introduce materials, location of materials, and proper use. Additional
materials will be given to those students who need them to create more comfortably.
For example, large grasp tools can be added to pencils, for example, for those with
physical disabilities.
The teacher will offer alternatives for differentiation. This can include personally
approaching a student and showing a few options like color, utensil, material, idea, etc.
The teacher will have aid to assist if that is a possibility. The aid will actually help
create the art project after students choices of materials and ideas are determined.
The teacher will hand out Mendhi design packet for students to look through for
inspiration.
The teacher will walk around and check in on students.
The teacher will play inspirational music. This will also be used for noise control as
classroom management technique.
The teacher will have instructions posted on the display board in the room.
The teacher will also allow for students to work in a different location if it enables
better learning and productivity.
The teacher will facilitate a wrap up the project with a group discussion.
The teacher will instruct students to clean up their tables.
The teacher will dismiss students when the room is cleaned up and quiet.
Student work. Angier Elementary School. 2014.
The teacher will use the following goals for the next steps in the lesson (introduce the
next class period or when students have gotten ready to move on to the next step).
The teacher will introduce the goal for the day: 1. Draw sketches of design ideas on
separate piece of paper, 2. Draw with pencil final idea/design onto hands, 3. Go over
pencil with Sharpie
The teacher will introduce the goal for the day: 1. Complete interior of hands with
designs and patterns, 2. Conceptualize, plan, and create a full composition to include
background, 3. Use oil pastels to color the background design.
The teacher will introduce the goal for the day: 1. Finish the background as it is the
final chapter in the story, 2. Work by yourself, or with a partner at your table, to
complete the ending writing assessment sheet. This sheet will be written by the student
and attached to the final artwork.
The teacher will show a short video capturing Mendhi artists at work.
The teacher will wrap up the entire lesson with group sharing.
The teacher will attach completed written assessment to the students work.


QUESTIONS TO GENERATE DISCUSSION:

Has anyone heard of Mendhi? (This was great to pull knowledge from the students,
especially because of our English Language Learner students)
What do we know about Mendhi?
Has anyone had any experiences with Mendhi before? Seen? Heard about? Personally
done? Share your stories!
What is Mendhi used for?
What countries use Mendhi? For what purposes?
What materials do you think are used to create Mendhi?
What types of images do you see incorporated into the deigns?
What is a pattern?
What is design?
How can you combine your knowledge of Mendhi designs with your interests and what
you notice in the world around you?
What can you share about your Mendhi design?


F. LEARNING ACTIVITY:

Students will participate in a discussion about Mendhi.
Students will talk about what they know already and what they would like to find out.
Students will examine Mendhi designs.
Students will watch a short video of Mendhi design artists at work.
Students will think about traditional designs and modern interpretations.
Students will think about combining knowledge of Mendhi and their own personal
interests.
Students will think about pattern and the world around them.
Students will begin to create their own Mendhi designs.
Students will be given easy to follow and very clear directions.
Students will be able to see steps posted on the board. These steps will be accompanied
with images for those who learn better this way.
Students will trace their hands onto paper.
Students will select a color paint they want to use for their skin tone. It can either be
their own or another of their choice. Students mix their own colors from a base of
multicultural paint.
Students will paint their hands.
Students will cut out their hands.
Students will glue their hands onto background paper using glue, brayer, and wax
paper.
Students will sketch out ideas for designs on a separate piece of paper.
Students will draw their designs onto their hands with pencil.
Students will go over the pencil designs with Sharpie.
Students will conceptualize, plan and create a full and complete composition.
Students will incorporate certain elements of choice to bring the foreground (hands)
and the background together.
Students will use pencil, Sharpie, and oil pastels to design their background.
Student work. Angier Elementary School. 2014.
Students will work on a written assessment while completing their finishing touches.
Students when finished will use think, pair, share mode or turn and talk model to share
their Mendhi designs.
Students will talk about their own art but notice 2 qualities of fellow classmates work.
Students will clean up their workspace, returning materials to proper containers and
locations.
Students will be able to admire work after it is presented together.
Students will be able to view artwork on an online portfolio/class blog.
Students will have a new concept of how art making reflects and shapes culture and
how artists of different cultures express meanings and ideas in different ways.