Tibetan Mandalas

We are called to open doors for our students, introducing new and different ways to see the world through the lens of the arts. We can often open several doors with one lesson. Exploring the arts of Tibet was an effective way to introduce basic geometry, design elements, and the spiritual beliefs of another culture through the creation of a mandala.

Investigating Tibetan Mandalas
Tibetan sand mandalas have highly symbolic patterns and spiritual significance. They are created to bless the earth, similar to Tibetan prayer flags. Introducing the project with a time-lapse video (see Resources) piqued student curiosity about the Tibetan monks and their creation of a collaborative sand mandala.

What students found most surprising was that the monks destroyed the mandala upon completion. This was the opportune moment to introduce an overview of Tibetan art and expand studentsʼ knowledge. Once their curiosity is piqued, students will participate with enthusiasm.

Practicing Techniques
Prior to creating individual mandalas, students were taught basic circle geometry and vocabulary. Once this foundation was established, students used a compass to create a six- and twelve-petal daisy along with concentric circles with predetermined measurements to practice rotational symmetry.

Having taught a unit on henna for years, I found that once students were introduced to basic techniques, they would often immerse themselves in creating more intricate and complex designs based on their level of ability. Tapping into their interest led me to combine basic henna patterns within the structure of a mandala.

A variety of basic Indian and North African henna patterns were used for inspiration and demonstration, and additional henna patterns were shared with students (see Resources). These options gave students the chance to experiment with their own designs, make mistakes, and course-correct before beginning their mandalas.

Museum Observation
The stars aligned for this particular class, as it coincided with a visit from the Tibetan monks of Drepung Loseling Monastery to a local museum. A field trip was arranged to observe, question, and draw alongside the monks as they created their mandala of compassion.

The final mandala requirements consisted of a choice of a six- or twelve-petal daisy, a minimum number of concentric circles in an established circumference, and use of rotational symmetry, while allowing for freedom of choice with the patterns, measurements, and segments used.

Students prepared questions to ask the translator, the most anticipated being, “What happens if someone sneezes while creating the sand mandala?” Yes, even the highly trained monks can make mistakes. They isolate the section and suck it up with a tool called a chakpur, and begin again. We also learned that the sand was from India, it would take five days of eight-hour sessions to complete the mandala, and that the monksʼ favorite teaching of the Dalai Lama is kindness to all sentient beings. As we observed the monks, a framed photo of the Dalai Lama watched along with us surrounded by offerings, traditional dress, and meditative silence.

Student Mandala Requirements
Students began with graphite and finalized their mandalas with permanent marker on bristol board. The requirements of the mandala can be adapted to the class, level, or curriculum. For example, color pencil techniques can be applied to the final mandala using an option of one or two color gradations, or a color harmony of choice could influence the color scheme.

Collaborative Sand Mandala
We extended the unit with a collaborative group sand mandala. We were able to secure a round table with a protective glass top, on which we sanded, primed, and took turns drawing the structure of the mandala. We colored (and dried) sand using liquid watercolors and used plastic ketchup bottles to fill each section of the mandala that was lightly painted with glue. If too much glue is used or if it is applied unevenly, the sand will dry an uneven color. A hair dryer set on low is helpful to clean a completed section, but only use it when the mandala is at a stage where it is completely dry. We worked on the mandala as time allowed, and when it was finished, we donated it to our media center. Inspired by the monks, we created a time-lapse video of our own, infusing it with similar information about Tibetan monks and mandalas, and shared it with our school community on the morning news.

The arts of Tibet are steeped in compassion, love, and kindness. This learning journey is well worth the trip. In the arts, our doors are many, and our lessons are more meaningful when we can enhance them with real world experiences. With student interest as your guide, embrace every opportunity to create a multicultural curriculum.