Lesson Title: Tibetan Thangka Paintings

Grade Level: 9-12

Objectives: Students will be able to.....

-Describe, analyze, interpret and judge how Tibetan artists have created and used structure, form, harmony, unity, color and symbolism in their thangka paintings. (NYVAS 3abcd, 4ab)
-Describe how thangka paintings are used in Tibetan society. (NYVAS 3abcd, 4ab)
-Describe how Buddhist religious ideas are conveyed through thangka paintings. (NYVAS 3abcd, 4ab)
-Create their own thangka painting which contains at least four Buddhist symbols as well as a sense harmony and unity. (NYVAS 1bcd, 2a)
-Compare and contrast the use of color, symbolism, harmony and unity in their own and one another’s thangka paintings with those of the masters. (NYVAS 1bcd, 2a)

Materials:
16 x 24 canvas paper
Sketchbooks
Pencils
Erasers
Acrylic Paint-Various colors plus gold
Paintbrushes

Instructional Resources:
Book: Buddhist Symbolism in Tibetan Thangkas, Ben Meulenbeld
Book: Sacred Visions: Early Paintings from Central Tibet by Steven M. Kossak and Jane Casey Singer
Book: Tibetan Painting: The Jucker Collection by Hugo E. Kreijger
Book: Sacred Visions: Early Paintings from Central Tibet by Steven M. Kossak and Jane Casey Singer
Book: The Encyclopedia of Tibetan Symbols and Motifs by Robert Beer
Book: Wisdom and Compassion: The Sacred Art of Tibet by Marylin M. Rhie and Robert A.F. Thuman
Teacher's Guide: The Art of Buddhism: A Teacher's Guide published by the Smithsonian Freer Gallery of Art and Arthur M. Sackler Gallery
Website: Dharmapala Thangka Centre
Website: Buddhist Art: Tibetan Thangka Paintings
Website: Image of Green Tara
Website: Image of Green Tara-Tibet 14th Century
Video: Mystic Vision, Sacred Art: The Tradition ofThangka Painting, Documentary Educational Resources.

Vocabulary: (These definitions are taken from the The Art of Buddhism: Teacher's Guide)
-Bodhisattva: an enlightened being who choose not to proceed to enlightenment but who remains on earth to help others become enlightened.
-Buddha: Siddhartha Gautama was a wealthy prince who gave up family and earthly possessions to help end suffering in the world. He is known as the enlightened one.
-Eightfold Path: the basic moral teachings of Buddhism;the goal of which is to stop all human suffering.
-Four Noble Truths: Buddhist philosophy on how to overcome suffering by attaining enlightenment.
-Mudra: symbolic hand gestures with special meaning often seen in artistic depictions of the Buddha and other figures.

Motivation:
*Students will read the introduction on Buddhism from The Art of Buddhism: A Teacher's Guide published by the Smithsonian Freer Gallery of Art and Arthur M. Sackler Gallery
*Students will watch Professor Todd Lewis' powerpoint on Buddhism.
*Students and teacher will discuss the overview of thangka paintings.
*Students will use the Description, Analysis, Interpretation, Judgment worksheet to compare and contrast two of the thangka images found on the Lesson Two Page of this website.
*Students will present their answers to the rest of the class.
*Students will identify commonly used symbols as well as deities and personages presented in the thangka paintings. Students will learn about the eight auspicious symbols used in Buddhist art. Using Robert Beer's, The Encyclopedia of Tibetan Symbols and Motifs students will also learn about symbolism found in water designs, cloud designs fire, lotus designs, mudra designs, the five offerings of sensory enjoyment, as well as wrathful offerings.

Procedure:
*Students will think about a person in their own life who represents similar ideals as one deity or personage on the lesson 2 page of this website. Students will create a thangka about this person who is significant in their own life.
*Students will sketch a design for their own thangka painting about this person incorporating at least four different Buddhist symbols on white paper. Students will also create a sense of unity using line, colors, shapes, and structures.
*Using acrylic paint, students will paint their thangka paintings. They will paint the landscape first, secondary figures next, the clothing and body of the main figure and will paint the eyes last.
*Using a fabric frame, the students will hang their paintings on dowels.

Evaluation:
Did students:
*Identify commonly used symbols, colors, and structures and compositions in Thangka paintings?
*Identify how Thangka painters have created a sense of unity and harmony in Thangka paintings?
*Identify how Buddhist ideals are presented in Thangka paintings?
*Create their own personally symbolic Thangka painting which contains at least four different Buddhist symbols as well as a sense of unity and harmony?
*Compare and contrast the use of symbolism, color, composition, unity and harmony in their own and one another's work with the work of the Thangka masters?

Lesson Adaptation:
Professor Todd Lewis has created an interesting assignment for his college students which is related to this lesson. This is the assignment:

Help for a Modern Problem
What modern problem needs Buddhist help? Pick one, create a bodhisattva devoted to this arena. You must draw the icon showing this figure’s form.