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African Art - Masks Unit Plan GOALS OR PURPOSES: SYNOPSIS The purpose of this unit is for students to develop an appreciation for other cultures and to explore their individual roles in their culture through expressive masks. Students will understand the significant role of art in culture. Students will learn about the use of masks in general as tools that comment on the society or culture of the time. Students will discuss different uses for masks and study two particular cultures that use masks: the people of the Kuba Kingdom and the Northwest Coast Native Americans. Students will also conduct individual research using the Internet to learn about other masks used in Africa. This unit should allow students to make connections across various cultures by exploring the similarities and differences among the art and symbols of these different cultures. I want this unit to encourage students to think about how they relate to people of other parts of the worlds, to think about the role of art in history and the role of art in their own lives in current times. Students will think about how to best express their individual selves and their culture as they see it through the symbols and elements they choose for their masks. Students will create three-dimensional forms using the technique of plaster casting. They will learn how to work with other students to create their masks. After completing their masks, students will reflect on the work. The purpose of the reflective paper is for the student to think about the choices they made, the process of the work and the final product. The paper will offer support for their choices and an examination of the process. Students can recognize what they learned through the process and think about how they might do it differently. Students will finally discuss the success of the piece. LESSON I: Subject: Art Teacher: Stacie Mich Topic: Masks/Role Date: August 8, 2005 Grade: 8th Instructional
Objective: The
student, after an explanation, question and answer session, and
discussion on the role of masks in different cultures, will answer ten
questions on the role of masks with 80% accuracy. Content Outline: I. What is a mask? a. A physical object that conceals the identity of the wearer and/or transforms the wearer b. A tool used to alter one’s exterior appearance or personality temporarily. c. Mask making has been around maybe 20,000 years II. Types of masks a. Protection Masks: i. Protect the face from physical harm 1. Roman tournament soldiers 2. Doctor and nurse face masks 3. Oxygen masks: firefighters, astronauts, scuba divers 4. Sports: football, hockey, catcher ii. Protect against misfortune from supernatural spirits 1. Figures of gods 2. Supernatural beings 3. Mythical beings 4. May be grotesque to scare away evil spirits or enemies a. War masks b. Mud masks: Papua, New Guinea, the Asaro b. Transformation Masks/Rites of Passage i. Mark important transitions in life cycle 1. Birth 2. Coming of age 3. Marriage 4. Secret society 5. Death ii. New Guinea, West and Central Africa, North America c. Entertainment Masks i. Theatrical Masks 1. Actors portraying different moods or characters 2. Greek and Roman theatrical masks 3. Japanese, Chinese, Indian masked theater ii. Masquerade Masks iii. Halloween Masks d. Medicinal Masks i. Healing Masks 1. Placed on a sick patient to represent a spirit guarding against illness/help cure the disease. 2. The Pende Medicine mask ii. Shamans in Asia, North America and Africa 1. Medicine men 2. Could transform into the spirit force itself to heal illness 3. Drums might be played while the Shaman wore the healing mask to enhance healing e. Connection Masks: i. Worn to transform into other beings or connect with ancestral spirits 1. This mask can take the person to the spirit world 2. Link between living and dead 3. Spirits of the dead ancestors could return to give advice, help the community or placate other spirits f. Ritual Masks: i. Initiation ceremonies 1. Young boys coming into adulthood 2. Men joining secret societies 3. Young women initiated into the traditions and rituals of the group ii. Nature and Life 1. Fertility rituals 2. Planting and harvesting ceremonies (dances to promote fertility and rainfall) a. Pueblo people of Southwest US b. Africans in dry regions of West Sudan g. Funerary Masks: i. Important in ancient times ii. Egyptians 1. Death masks placed over dead mummy’s face to preserve the personality and so the spirit could recognize its body. 2. Honors someone of important social standing in the society 3. Preserves the appearance and body of the dead while it transitions to the afterworld 4. In the afterworld, the mask’s magic power transforms the person into a god or protective spirit 5. May be made of non-decaying gold to honor high ranking people. Instructional
Strategies: Set:
The teacher will ask students to sit in a circle and put on different types of masks (party masks, Halloween masks, Mardi Gras masks, etc…) while listening to Eric Clapton’s Behind the Mask, to open a discussion on the purpose of masks in today’s society. Body: Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions: Knowledge:
What is a mask? Comprehension: What can masks tell us about the people who make them? Application: Can you think of another instance, other than the ones I have just explained, when we might wear a mask? Analysis: Why do people adorn masks? Synthesis: If you could pretend to be someone or something different for one day, what type of mask would you choose to wear to alter your identity? Evaluation: Do you think it is a good thing to wear a mask once in a while to alter our identities? Why? Closure: The students will review the uses of masks throughout history in different cultures. Assessment: The student will answer ten
questions on the role of masks in different cultures with 80% accuracy. Materials: transparencies, Eric Clapton CD,
several different types of masks, pictures of masks Sunshine
State Standards: (VA.C.1.3) The student understands the visual arts in relation to history and culture. (VA.E.1.3)
The student makes connections between the visual arts, other
disciplines, and the real world. ESOL
Adaptation: Strategy: Write key concepts and terms on the board and refer to them during discussion. Strategy: Use interactive questioning strategies. LESSON 2: Subject: Art Teacher: Stacie Mich Topic: Masks/African Kuba Masks Date: August 9, 2005 Grade: 8th Instructional
Objective: The
student, after an explanation, question and answer session, and
discussion on the role of masks in African culture and the Kuba Kingdom,
will, in writing, complete
a cultural mask graphic organizer, including a sketch of the mask, the
purpose of the mask, the materials used, the culture of the people and
two reasons for choosing the mask. Content
Outline: I. What purpose do masks serve in Africa? a. For religious ceremonies i. Representing spirits of ancestors ii. Showing respect to the creator b.
To
control good and evil forces in the community c.
To connect man with the environment
i.
Use
of animal elements in masks
ii.
Good
harvest/rain d.
For
celebrating key moments in life:
i.
Birth
ii.
Initiation/rights of passage iii. death e. Adornment f. Because it is good i. Africans do not have a word for art ii. “Beauty” means “good” II. African Masks of the Kuba Kingdom a. In Africa, masks represent spirits, ancestors, and historical and mythological characters, and are used for many purposes i. For religious ceremonies
ii.
To
connect man with the environment 1.
Human
and animal features of the mask may unite man with his natural
environment 2.
To ask
for rain and a good harvest
iii.
For
celebrating key moments in life 1.
Birth/Newborn 2.
Initiations
3.
Death b.
The Kuba Region
i.
Located in the Southern Savanna of Africa/Congo
ii.
Inhabitants 1.
Original inhabitants a.
The Kete b.
Pygmies 2.
Kuba Kingdom a.
Created when the Bushoong chiefdom took over all other chiefdoms
i.
The Bushoong chief is King 1.
“God on Earth” 2.
Controls fertility 3.
Communicates with the creator, Mboom
ii.
At least 18 different tribes unified under the king
iii.
Beliefs 1.
Religion a.
Not highly organized b.
Myth of Origin
i.
Great god Mboom created the world and man
ii.
Woot was the first man and is a cultural hero 1.
He led the Kuba migration up river 2.
Established
matrilineal descent, male initiation, and kingship c.
Nature spirits, mgesh
i.
Tended by priests and priestesses
ii.
Actively involved in people's lives 1.
Fertility 2.
Health 3.
Hunting d.
Belief in Reincarnation
iv.
Kuba Masks 1.
First mask a.
Introduced by a woman who carved a face on a calabash, original
model for initiation masks b.
Now a male privilege 2.
Used in ritual dances a.
Religious ceremonies b.
Initiation Ceremonies
i.
Boys may begin to wear masks to frighten women and small children
ii.
More powerful masks worn only by initiation officials c.
Burials d.
Other rituals 3.
Style a.
Ten styles classified b.
Three royal masks relate to the myth of Kuba origin
i.
Mwaash a Mbooy 1.
Represents Woot and the king 2.
Most important mask and is owned by all Kuba kings and chiefs 3.
Worn at during royal ceremonies, initiation rites, and possibly
at funerals 4.
Buried with the king 5.
Tailored mask of cloth & raffia textiles and decorated with
colorful beads, cowrie shells, and animal skins to indicate high status 6.
Has elephant trunk and leopard skin to represent kingly power
ii.
Ngaady Mwaash aMbooy 1.
Represents the daughter/wife of great God Woot 2.
Wooden face mask with cowrie shells, beads, and fabric 3.
Vertical lines below eyes represent tears of joy and pain
associated with being queen mother
iii.
Bwoom 1.
Helmet Mask 2.
Represents common man, a pygmy, or one who opposes the king’s
authority 3.
Appears at initiation but not funerals 4.
Made out of a single piece of wood, showing a broad nose,
enlarged brow and large ears 5.
Metal work on forehead, cheeks and mouth and beads on the face,
temples, and back of head c.
Typical Kuba designs
i.
Geometric designs
ii.
Beadwork
iii.
Shells Set:
The teacher will pass around examples of African masks while students listen to tribal music. Body:
Following the order, depth, and sequence of the information presented in the content
outline, the teacher will ask and seek answers to the following
questions: Knowledge:
Where in Africa is the Kuba Kingdom located? Comprehension: Explain the religion of the Kuba people in your own words. Application: Applying what you have learned about the functions of masks, what type of mask is the Mwaash a Mbooy mask? Analysis: Why do you think that the elephant trunk and leopard skin of the Mwaash a Mbooy mask represent royalty or high status? Synthesis: If you had to create a mask depicting wealth or high social status in today’s society, what materials might you use for your mask? Evaluation:
Do you believe that it is important to study the art of other
cultures? Why
or why not? Closure: The students will review the use of masks in the African culture, particularly in the
Kuba kingdom. Assessment: The student will use the Art
and Life in Africa Project web site to research a mask of his or her
choice and fill out the Cultural
Mask Research Graphic Organizer, including a sketch of the mask, the
purpose of the mask, the materials used, the culture of the people, and
two reasons for choosing the mask. Materials: African mask slides,
transparencies, tribal music, African mask, map of Africa, computers
with Internet, Art and Life in
Africa Project web site, Cultural
Mask Research Graphic Organizer worksheet Sunshine
State Standards: (VA.C.1.4) The student understands the visual arts in relation to history and culture. (VA.D.1.4) The student assesses, evaluates, and responds to the characteristics of works of art. (VA.E.1.4) The student makes connection between the visual arts, other disciplines, and
the real world. ESOL
Adaptation: Strategy:
Use peer tutoring and one-on-one instruction. Strategy: Establish a language rich environment in the classroom. LESSON 3 Subject: Art Teacher: Stacie Mich Topic: Masks/Northwest Coast Indians Date: August 10, 2005 Grade: 8th Instructional
Objective: The student, after an explanation, question and answer session, and discussion on Northwest Coast Native American masks, will, in writing, answer at least eight out of ten questions correctly. Content
Outline: I.
Northwest Coast Native
American Masks a.
Masks have played an
important role for hundreds of years. b.
Common techniques and
styles throughout region c.
Mask Making
i.
Mask Maker 1.
Usually anonymous 2.
Always male 3.
High status
ii.
Paint 1.
The designs are
traditional forms 2.
Black paint emphasizes
eyes and eyebrows 3.
Color for decoration 4.
Paint is made from
natural substances a.
Lignite b.
Graphite c.
Charcoal d.
Ochre e.
Copper minerals f.
Dried salmon eggs
iii.
Other embellishments to make mask realistic 1.
Hair 2.
Feathers 3.
Gold 4.
Straw 5.
Skin d.
Mask Forms
i.
Single face mask 1.
Single piece of wood
ii.
Mechanical mask 1.
Strings or hinges 2.
Can open or close eyes or
mouth
iii.
Transformation mask 1.
Most complex 2.
Outer mask that opens up
to show an inner mask form, which may open to show a third mask form 3.
Difficult to make and
wear 4.
Only strong members can
wear the heavy mask
iv.
Animal mask 1.
To communicate symbolism,
myth or status 2.
Clans believed to be
descended from a specific animal 3.
Important animals a.
Raven
i.
Trickster
ii.
Magical powers 1.
Can create things through
imagination
iii.
Hero 1.
Discovered the first
human beings inside a clamshell b.
Killer Whale
i.
Best hunter of the sea
ii.
Hunts in packs
iii.
If a fisherman injures a killer wale, the canoe will capsize and
fisherman will sink and become a whale c.
Bears
i.
Uniquely human in nature
ii.
These masks smile
iii.
Signifies friendship d.
Thunderbird/eagle
i.
Most powerful creatures
ii.
Clans of high nobles and chiefs
iii.
Can flash lightning bolts out of eyes
iv.
Can create thunder by flapping wings e.
Bumblebee
i.
Honesty
ii.
Pure thinking
iii.
Willingness and drive f.
Frog
i.
Transformation
ii.
Duality
iii.
Frogs inhabit both land and water g.
Heron
i.
Patience
ii.
Grace e.
Function
i.
Commissioned to portray specific people
ii.
Secret society rituals 1.
Shaman societies 2.
Conjuring societies 3.
War societies 4.
Societies for inducting
young people into the tribe
iii.
Potlatch ceremonies 1.
Chief of one tribe gives
a gift to the chief of another tribe 2.
Show off the tribe’s
wealth 3.
Feast 4.
Ceremonial dancers wore
ceremonial masks and act out stories a.
Women and children could
not know the meaning b.
May wear transformation
masks f.
Native American masks
today
i.
Natives converted to Christianity by Europeans
ii.
Less importance given to traditional ceremonies
iii.
Native tribal culture has almost disappeared
iv.
Some artists still make masks, creating a new art form 1.
Combine traditional
techniques and forms with contemporary artistry 2.
Shown in art galleries 3.
High worth Instructional
Strategies: Set:
Students will watch a clip of the video, Smart One. Body: Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions: Knowledge: What material is a single face mask made from? Comprehension: What is the reason for using black paint for the eyes and eyebrows of the mask? Application: A rather small and thin man is about to wear his first mask during a Secret society ritual. Which mask is he least likely to wear? Analysis: Why do you think that the Northwest Coast Native Americans portray the bear as having human characteristics? Synthesis: What animal might you choose to represent your family or clan? Evaluation: Thinking back on the masks you have learned about this week, which one is your favorite and why? Closure: The students will review the use of masks by the Northwest Coast Native Americans. Assessment: The student will answer at least eight out of ten questions correctly. Materials:
Smart One video, pictures of masks, transparencies Sunshine
State Standards: (VA.C.1.4) The student understands the visual arts in relation to history and culture. (VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the
real world. ESOL
Adaptation: Strategy:
Model strategy instruction, provide outlines, and summaries. Strategy: Provide more time for completion of assignments. LESSON 4 Subject: Art Teacher: Stacie Mich Topic: Masks/Symbolism Date: August 11, 2005 Grade: 8th Instructional
Objective: The student, after an explanation, question and answer session, and discussion on the use of symbolism in different cultures, including the United States, will conduct Internet research on symbols and create five thumbnail sketches of a personal mask, including at least two symbols. Content Outline: I. What is symbolism? a. The use of images or symbols to express meaning b. A symbol is something that stands for something else c. Used in art of all cultures throughout history d. We begin using symbols as children II. Types of Symbols a. Animals i. Used in many cultures 1. African 2. Native American 3. Greek myths 4. Indian myths 5. Christianity 6. Iranian myths ii. Very important for Native Americans iii. Some are universal 1. Dove=peace 2. Butterfly=change/transformation b. Geometric shapes or abstract markings i. Used in cave drawings ii. Used on African masks and art 1. Marks may represent scarification iii. Shapes 1. The circle a. Wholeness b. Balance 2. The square a. Four sides b. Stability and strength c. Permanence d. Four directions e. Four elements f. Four stages of human life cycle g. Four seasons 3. Isosceles triangle a. Coordination b. Proportion c. Pointed up=fire/masculine d. Pointed down=water/feminine c. Colors i. Western culture 1. Purple and gold = royalty, wealth 2. Green = environment, ecology, money, go 3. Orange & Black = Halloween 4. Blue = water, coolness ii. Native Americans 1. Blue = North, cold, defeat, trouble 2. White = South, warmth, peace, happiness 3. Red = East, Sacred Fire, blood, success 4. Black = West, problems, death 5. Brown = good 6. Yellow = trouble d. Holiday symbols i. Valentine’s Day 1. Hearts 2. Chocolate ii. St. Patrick’s Day 1. Leprauchan 2. Shamrock iii. Halloween 1. Pumpkin 2. Ghost 3. Witch e. Abstract Ideas i. Love ii. Hate iii. War iv. Peace v. Happiness III. What Kinds of symbols do we use today in America? a. Patriotic symbols i. The Flag: National symbol for America ii. Statue of Liberty iii. Liberty Bell b.
Weather Forecast symbols
i.
Cool Front
ii.
Warm front
iii.
Sunshine
iv.
Cloudy
v.
Thunderstorms c.
Signs
i.
Stop sign
ii.
Pedestrian walk
iii.
Restroom signs IV.
Student Mask a.
Thumbnail sketches
i.
Create five thumbnail sketches of a personal mask.
ii.
Use the Internet to research symbols for your mask.
iii.
Design a mask that reveals something about your personality and
something about the culture you live in.
iv.
Include at least two symbols of your choice b. Keep the following in mind: i. You will use these sketches to create a plaster mask. ii. Your mask can be human, animal or a combination of both
iii.
Think of the colors, markings, and materials you will use to
convey your idea. Instructional
Strategies: Set:
The
teacher will hold up an American flag, a picture of a pumpkin, and a
picture of a happy face to initiate a discussion on the definition of a
symbol. Body: Following the order, depth, and sequence of the information presented in the content
outline, the teacher will ask and seek answers to the following
questions: Knowledge:
What is a symbol? ·
Comprehension:
What is the purpose of symbols in
our culture? Application: Can you think of some additional examples of symbols that represent America? Analysis: Why was the Bald Eagle chosen as the national bird of the United States in 1782? Synthesis: If you could choose an animal to symbolize yourself, which would you choose? Evaluation:
Do you think that the dolphin is an appropriate mascot to
symbolize our
school? Would a different
animal be more appropriate? Closure: The students will review the importance of symbolism in different cultures and the
use of symbols in art. Assessment: The student will conduct Internet research on symbols and create five thumbnail sketches of a personal mask, including at least two symbols. Materials: Flag, poster board and markers for pumpkin and smiley face drawings, transparencies, student sketchbooks, computers, Internet, pencils Sunshine
State Standards: (VA.A.1.3) The student understands and applies media, techniques, and processes. (VA.B.1.3) The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. (VA.C.1.4) The student understands the visual arts in relation to history and culture. (VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the real world. ESOL
Adaptation: Strategy: Use examples of learning activities to provide concrete frame of reference. Provide concrete examples of ideas that are being presented: pictures, videos, field
trips, etc. Strategy: Use total physical response. LESSON 5 Subject: Art Teacher: Stacie Mich Topic: Masks/Our culture Date: August 12, 2005 Grade: 8th Instructional
Objective: The
student, after an explanation on creating plaster masks, will create a
three-dimensional mask revealing aspects of his or her personality and
culture, accompanied by a reflection paper, including five supporting
statements explaining the symbolic representations in the mask. Content
Outline: I. Plaster Mask a. What is plaster of Paris? i. A mixture of powder and heat-treated gypsum, which can be mixed with water. ii. Also called gesso b. Preparing the materials i. Cut plaster bandages into strips that are proportionate to the size of the face ii. Cut strips into various lengths and sizes iii. Prepare a bowl of water big enough o dip the strips into c. Preparing the face i. Coat your partner’s face with petroleum jelly ii. Make sure you work the jelly into the edge of the hairline iii. Cover the eyelids, lips and eyebrows d. Casting the mold i. Dip strips into the water and wet thoroughly ii. Gently place strips on face, starting with areas that do not cover eyes, nostrils or mouth iii. Overlap and smooth strips as you work iv. You may cover the eyes, nose or mouth, but make sure there is an opening to breath out of v. When all areas are covered, let it dry for about 4 minutes vi. Gently remove the mask vii. You may add additional strips to finish off the mask e. Decorating the mask i. Once the mask is completely dry, you may paint it with acrylics ii. Add your symbols iii. Use any materials to enhance the meaning behind your mask 1. Shells 2. Beads 3. Raffia 4. Fake fur or hair Instructional
Strategies: Set:
The teacher will show students examples of student masks created in previous classes. Native American or African music will play in the background. Body: Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions: Knowledge: What is another name for plaster of Paris? Comprehension: How does your mask compare to the masks of the Kuba people or the Northwest Coast Native Americans? Application: What other concepts, besides personality and culture, could you address in the creation of a mask? Analysis: Why did you choose those colors and materials? Synthesis: Now that you have reflected on your mask, would you make any changes in your work? Evaluation:
What is the message behind your mask? Closure: The
students will review the process of creating a plaster mask. Assessment: The student will create a
three-dimensional mask revealing aspects of his or her personality and
culture, accompanied by a reflection paper, including five supporting
statements explaining the symbolic representations in the mask Materials: Plaster gauze, water, bowls,
petroleum jelly, scissors, paper towels, garbage bags, baby wipes,
acrylic paints, fake fur and hair, beads, shells, raffia, wire, paint
brushes, paint palettes, tissue paper, cloth, mask examples, From
Ordinary to Extraordinary by Ken Vieth Sunshine
State Standards: (VA.A.1.3) The student understands and applies media, techniques, and processes. (VA.B.1.3) The student creates and communicates a range of subject matter, symbols and ideas using knowledge of structures and functions of visual arts. (VA.C.1.4) The student understands the visual arts in relation to history and culture. (VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the
real world. ESOL
Adaptation: Strategy:
Provide checkpoints for long-term assignment. Strategy: Use group work to provide opportunities for linguistic and academic development. References ABC Teach. Map of Africa. Retrieved July 31, 2005 from http://www.abcteach.com/ Savannah/map.htm African Tribal Music and Dances. (1993). Delta Artlex Art Dictionary. Plaster. Retrieved Autust 1, 2005 from http://www.artlex.com/ArtLex/p/plaster.html Clapton, E. (1992). Behind the mask. On August. New York: Warner Bros.
Cumming, M. Northwest coast Native American masks. Retrieved July 31, 2005 from http://www.andrew.cmu.edu/course/60-105/finals/Cumming_M/’cumming_m. html Davis. Davis art images. www.davis-art.com Dick Blick. (2005). African ceremonial masks. Retrieved August 1, 2005 from http://www.dickblick.com/lessonplans/2005africanmask/ Decker, J. Diversity of African cultures-African art. Retrieved May 10, 2005 from http://www.princetonol.com/groups/iad/lessons/middle/Lessons/&africa.htm Edsitement Lesson. What masks reveal. Retrieved July 31, 2005 from http://edsitement. Neh.gov/printable_lesson_plan.asp?id=310 Fenichel,
M. Assignment discovery lesson plan: Destiny
determined: Power and
ritual in Asia. Retrieved August 1, 2005 from http://www.discoveryschool.com Genuine Africa. African art crafts masks and pottery. www.genuineafrica.com Gillon, W. (1984). A short history of African art. Great Britain: Butler & Tanner Ltd. Gutierrez, N. American symbols. Retrieved August 1, 2005 from http://www.lessonplanspage.com/printables/PSSArtLA4thOfJulyFlagDayAmeric nSymbols12.htm Hamill Gallery of African Art. Kuba masks, Congo. Retrieved July 31, 2005 from http://www.hamillgallery.com/KUBA/KubaMasks/KubaMasks.html Kramer, J. Masks with a message: Draped slab. Retrieved July 29, 2005 from http://www.princetonol.com/groups/iad/lessons/high/Justin-masks.htm Mohajer, K. A. (2000). Symbolism in traditional arts. Retrieved August 1, 2005 from http://www.caroun.com/Research/Art/SymbolismInTraditionalArts.html Moreillon, J. Behind the masks: Exploring culture and self through art and poetry. Retrieved July 31, 2005 from http://www.readwritethink.org/lessons/lesson_ view_printer_friendly.asp?id=395 Native American Life Living Art. Masks. http://www.snowwowl.com /naartmasks.html Decker, J. Princeton Online. Art of Africa. Retrieved July 30, 2005 from http://www.princetonol.com/groups/iad/lessons/middle/artafric.htm Decker, J. Princeton Online. Color symbolism: Using color meaning. Retrieved August 1, 2005 From http://www.princetonol.com/groups/iad/lessons/middle/color2.htm Ray, B.C. (1993). African Art: Aesthetics and meaning. Retrieved July 31, 2005 from http://www.lib.virginia.edu/clemons/RMC/exhib/93.ray.aa/African.html Read, Write, Think. Cultural Mask Research Graphic Organizer. Retrieved July 31, 2005 From http://www.readwritethink.org/lesson_images/lesson395/organizer5.pdf Rebirth African Art Gallery. Royal Kuba masks. Retrieved July 31, 2005 from http://www.rebirth.co.za/Kuba/royal_mask_history.htm Redlefsen, A. Plaster face mask. Retrieved August 1, 2005 from http://www.kinderart. Com/sculpture/plasmask.shtml San Jose State University. Masks: Another face activities. Retrieved July 31, 2005 from http://gallery.sjsu.edu/masks/Activitiesfram.html Seaton Productions, Inc. (Producer). (1995). The smart one: Dempsey, Bob. Markham, Ontario: Tapeworm Ulrich, G. (2003). Masks. Retrieved July 31, 2005 from http://www.mpm.edu/collect/ Mask.html Vieth,
K. (1999). From ordinary to
extraordinary: Art &
design problem solving. |