Educational Institutions
MANDALAS AND CHILDREN
Ana Inés de Avruj argues: “A child that enters into the world of Mandalas not only stimulates his or own creativity and imagination but learns to develop a peaceful and harmonious mind. Drawing and painting circular images brings internal equilibrium and tranquility.
“In a fun way, a child, in the company of other children, increases his or her concentration and facilitates the development of his or her personality. The self-confidence gained will serve as a vital pillar of free expression of the innate wisdom and beauty that reside in the heart. Through Mandalas, children learn to recognize their natural gifts and to marvel at the mystery and harmony of life.”
EXPECTATIONS OF SUCCESS
From the area of the visual arts:
As expressed by Ana Inés de Avruj, the intention is not simply the generation of a work of art. Promotion, creativity and amplitude of perception are also vital. She expands upon the theme, saying:
“Emphasis must be placed upon the process and the qualities that make it painful – competition, isolation, anxiety over being the best – as well as the qualities that make it enjoyable – joy, patience, belonging, trust. Individuality is stimulated at the same time that the guidelines of relationships based on essential human values are comprehended.”
Working with Mandalas betters attention, modifies concentration and memory, eases fears and puts creativity in motion. Developing fluidity, flexibility and originality of ideas in a child, Mandalas stimulate socialization, communication, favorable disposition and diminished anxiety.
Beyond the expectations of success in socio-emotional areas, we must also look at the subject of Mandalas in terms of the content of artistic education, articulating the work in different curricular areas.
........................................................................................................................................................................................
MORE INFORMATION
Pedagogical Content
Curricular Area: Art Education
Articulation With:
Mathematics – Geometry
Natural and Social Sciences
Physical Education, Language and Others
Observation
Some teachers ask their students to color Mandalas before taking on difficult class work or exams in order to calm them and better their capacities for attention and concentration. The effects of such activities are highly positive.
Other educators invite students to draw or color a Mandala on the page opposite the page containing the problem to be solved. These teachers believe that order is a central factor of mathematics, favoring all that develops with a sense of method.
Introducing children to the world of Mandalas helps them to grow as more sensitive individuals that are more respectful of cultural diversity.
As educators, we consider Mandalas to be highly valuable educational tools in psycho-pedagogical terms. We recommend their use in schools at all levels and in all subjects.
TRAINING OF EDUCATIONAL ASSISTANTS
In our training, we include both theoretical and practical education, such as:
- The explanation of Mandalas and their presence in different cultures.
- The painting and drawing of Mandalas: preparation, climate, development and final product.
- Forms of teacher – child/adolescent relationships.
- Educational accompaniment: how, when, where, why.
- Physical space: ways of making it adequate for work.
- Manners of working with different materials.
- Provision of an extensive bibliography regarding the subject.
METHODOLOGICAL FRAMEWORK
Group Dynamic: Workshop
Individual or small group work in education and production.
The process is characterized by dialogue, the link of the facilitator and educator with the image of the Mandala and the materials necessary to color or draw it.