ZENTANGLES

INTRODUCTORY INFORMATION
● Length of class period: 45 minutes

LESSON TOPIC & DESCRIPTION:

This lesson introduces students to the meditative drawing process of Zentangles.
Students will use black Sharpie markers to build off of a single defining line or
string. The string will become hidden in an organized tangle of shapes chosen by
the student. Students will then create a balance of blacks, whites, and patterns
that read as grays within their Zentangles.

STAGE 1 – DESIRED RESULTS

A: Enduring Understandings
Students will understand that:
• Zentangles are a unique drawing process in which a string is a defining
line or shape that becomes hidden in an organized mess of shapes called a
tangle.
• Art can be a meditative process and artists often pause to reflect on their
work.
• Accidents or mistakes made in a piece of art can be made to look
intentional.

B: Essential Questions
• What makes a Zentangle different from a pattern?
• How can art be a meditative process?
• How can you turn a mistake into a happy accident?
 • How can making art build confidence?

C: Standards/Frameworks:
1. Methods, Materials, and Techniques. Students will demonstrate knowledge of the
methods, materials, and techniques unique to the visual arts.
2. Elements and Principles of Design. Students will demonstrate knowledge of the
elements and principles of design.
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.
4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the
processes of creating and exhibiting their own artwork: drafts, critique, self
assessment, refinement, and exhibit preparation.
5. Critical Response. Students will describe and analyze their own work and the work
of others using appropriate visual arts vocabulary. When appropriate, students will
connect their analysis to interpretation and evaluation.

D: Acquisition/Learning Objectives:
● Students will know what a Zentangle is and what its similarities and differences are
compared to regular drawings and patterns.
● Students will learn how to analyze and be reflective about their own artwork.
● Students will be skilled at using black thin and thick Sharpie markers to create a
balance of blacks, whites, and patterns that read as gray, as well as when they will
make thick or thin lines.

STAGE 2 – ASSESSMENT EVIDENCE

A: Performance Tasks as Evidence:
• The final work will be an individualized Zentangle (6”x6”) that
demonstrates a balance between blacks, whites, and patterns, overall
neatness, and an engaging composition that guides the viewer around
the page.

B: Other Evidence/ Continuum of Assessments:

• Each student will have a one-on-one conference with the teacher to
reflect on the choices they made in their artwork.
• The teacher will ask the student what their favorite part of their
Zentangle is as well as which part of the drawing was the most
challenging for them.
• Students will also be assessed on the use of originality and creativity in
their designs.
STAGE 3 – LEARNING PLAN
A: Materials and equipment:
• Pencils
• Erasers
• Black Sharpies, thick and thin
• Paper (6”x6”)
• Rulers (optional)

B: Vocabulary with definitions:

 • Zen: Meditative calmness and acceptance; Associated with Zen
Buddhism
• Tangle: A mess of things (wires, hair, shapes) that become intertwined or
jumbled.
• Zentangle: A meditative drawing process in which strings are hidden or
built upon with structured tangles of shapes.
• String: The defining line in a Zentangle that becomes hidden in a tangle
of shapes.
• Air Drawing- A technique in which the artist pretends to draw as a way of
planning their composition.

C: Instruction:
DAY ONE:
• Teacher will have students explore the concept of Zentangles by having
a class discussion in which students break down the meaning of each part of
the word.
• Teacher will walk students through the first steps of setting up their
drawing with a demonstration up on the board.
• Teacher will have students watch each step first before trying it on their
own papers.
• Teacher will explain to students that the these first steps of the project
will be done in pencil, not Sharpie.
• Teacher will begin by drawing a thin border around the edge of their
page.

• Teacher will ask the class for an idea of their defining line or string and
add the suggestion to their example page.
• Teacher will demonstrate air drawing to the class by air drawing the
chosen string.
• Teacher will ask for the first shape that should be added to that tangle.
• Teacher will allow students to begin adding shapes to hide their defining
line or string.

DAY TWO:
• Teacher will emphasize the idea of ‘having a conversation with your
artwork.’
• Teacher will have students find a compliment about their work and an
area they would like to change or keep working on.
• Teacher will ask students about the concept of a Zentangle to generate
class discussion.
• Teacher will show a brief PowerPoint presentation that shows images of
four Zentangles.
• Teacher will have students point out the defining line or string of each
Zentangle example.
• Teacher will explain that students should begin to use Sharpie to create
their Zentangle if they are feeling confident about their design plan.
• Teacher will have students continue to work on their Zentangles.
• Teacher will have one-on-one check-ins with each student.

DAY THREE:
• Teacher will have students explain the steps of how to make a
 Zentangle.
• Teacher will introduce the idea of incorporating a balance between
blacks, whites, and patterns that read as gray.
• Teacher will show the same PowerPoint slide of the four Zentangles.
• Teacher will ask students which color their eye is drawn to first, black or
white?
• Teacher will point out the blacks, whites, and grays in each Zentangle
example.
• Teacher will explain that patterns closer together read as a darker gray
and patterns farther apart read as a lighter gray.
• Teacher will emphasize the importance of having a balance between
lights and darks.
• Teacher will have students continue to work on their Zentangles.
• Teacher will have one-on-one check-ins with each student.

DAY FOUR:
• Teacher will prompt students to question what makes a Zentangle
unique from regular drawings or patterns.
• Teacher will have students find a compliment about their work and an
area they would like to change or keep working on.
• Teacher will have students continue to work on their Zentangles.
• Teacher will have one-on-one check-ins with each student.

DAY FIVE:
• Teacher will ask students how they know if they’re done with their
Zentangle.
• Teacher will review the idea of blacks, whites, and grays, well planned
compositions, and overall neatness.
• Teacher will have students continue to work on their Zentangles.
• Teacher will have one-on-one conferences with each student who thinks
they are done.
• Teacher will continue to check-in with every student.

D. Questions to generate discussion:

 • What do you think the word ‘Zentangle’ could mean? (Breaking down
each part of the word)
• What makes a Zentangle unique or special?
• How do you make a Zentangle?
• Which color draws your attention first, black or white?
• How do artists create well balanced compositions?
• What are you proud of in your artwork? Why?

E: Learning Activities:
DAY ONE:
• Students will explore the concept of Zentangles by having a class
discussion in which each part of the word is broken down by its meaning. •
Students will watch the teacher demonstrate each of the first steps of
setting up their drawing.

• Students will learn that the these first steps of the project will be done in
pencil, not Sharpie.
• Students will begin by drawing a thin border around the edge of their
page.
• Students will provide a suggestion for the first defining line or string for
the teacher’s demonstration.
• Students will air draw the first string of their Zentangle.
• Students will then create their own defining line or string on their paper.
• Students will provide the first shape that should be added to that
tangle. • Students will begin to add shapes to hide their defining line or
string.

DAY TWO:
• Students will discuss the concept of a Zentangle.
• Students will become exposed to the idea of ‘having a conversation with
your artwork.’
• Students will find a compliment about their work and an area they would
like to change or keep working on.
• Students will watch a brief PowerPoint presentation that shows images
of four Zentangles.
• Students will point out the defining line or string of each Zentangle
example.
• Students will learn that they should begin to use Sharpie to create their
Zentangle if they are feeling confident about their design plan.
• Students will continue to work on their Zentangles.
• Students will have a one-on-one check-in with the teacher.

DAY THREE:
• Students will engage in a class discussion to review the steps of how to
make a Zentangle.
• Students will be introduced to the idea of incorporating a balance
between blacks, whites, and patterns that read as gray.
• Students will see the same PowerPoint slide of the four Zentangles. •
Students will ponder the question, “which color their eye is drawn to first, black
or white?”
• Students will notice the teacher pointing out the blacks, whites, and
 grays in each Zentangle example.
• Students will learn that patterns closer together read as a darker gray
and patterns farther apart read as a lighter gray.
• Students will be informed of the importance of having a balance between
lights and darks.
• Students will continue to work on their Zentangles.
• Students will have a one-on-one check-in with the teacher.

DAY FOUR:
• Students will explain what makes a Zentangle unique from regular
drawings or patterns.
• Students will find a compliment about their work and an area they
would like to change or keep working on.
• Students will continue to work on their Zentangles.
• Students will have a one-on-one check-in with the teacher.

DAY FIVE:
• Students will discuss how they know if they’re done with their
Zentangle. • Students will review the idea of blacks, whites, and grays, well
planned compositions, and overall neatness.
• Students will continue to work on their Zentangles.
• Students who think they’re done will have one-on-one conferences with
the teacher.
• Students will continue to have one-on-one check-ins with the teacher.

F: Differentiation:
• Teacher demonstration is broken into steps in which the students watch
first before trying on their own.
• Step by step visual poster is available in the classroom for students who
may need to review steps of the project.
• Zentangle examples in a variety of stages are available in the classroom
for students to look at.
• Students can use pencil first on their project to plan ideas before using
Sharpies.