GOALS OR PURPOSES:
The students should understand why it is important to study the art of
Africa, as well as the art of other cultures.
The student should learn about Africa and the purpose of art in
the African culture. Students
should understand the use of masks in the African culture.
Students will create their own mask out of plaster.
They will work in teams to make their plaster molds and then will
use paint and other items to decorate their masks.
Students will learn about symbolism, research it, and adorn their
masks with their chosen symbols. Students
will reflect upon the assignment and critique each other’s work.
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, Behind The Mask
by Eric Clapton,
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.
Resources
Books
Masks: Faces of Culture
- Starting with prehistory and extending to the present age, this book thoroughly examines the many reasons for making and wearing masks. Rites of passage, warfare, and drama are all addressed, from the earliest known examples in Egypt, Australia, and Mesoamerica to football helmets and Star Wars characters in the present day.
Masks of the World
- An extensive collection of beautiful masks from around the world, all portrayed in beautiful color. Powerful in their form, nearly every continent is represented with masks organized by country of origin and by tribal group. The origin, size, materials, and other useful information is included in the concise captions.
Posters/Prints
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
g.
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
h.
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
i.
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
a.
Nature spirits, mgesh
i.
Tended by priests and priestesses
ii.
Actively involved in people's lives
3.
Fertility
4.
Health
5.
Hunting
d.
Belief in Reincarnation
iv.
Kuba Masks
j.
First mask
a.
Introduced by a woman who carved a face on a calabash, original
model for initiation masks
b.
Now a male privilege
k.
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
l.
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
m.
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
n.
Typical Kuba designs
i.
Geometric designs
ii.
Beadwork
iii.
Shells
Instructional Strategies:
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 PowerPoint slides,
transparencies, tribal music
, African mask, map of Africa
, computers
with Internet, Art and Life in
Africa Project web site (This website hasn't been updated in awhile and has many broken links. If you visit the archive of the site, you will find the missing information), 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.
Resources
Books
Kuba: Visions of Africa Series
- The Visions of Africa series explores the intriguing sculpture and decorative art of the Kuba people of the Democratic Republic of Congo.
The Art of African Masks: Exploring Cultural Traditions (Art Around the World)
- Clear, sharp full-color photographs of museum artifacts are well placed on the pages and reflect the large variety of materials used in mask making. Pictures of modern members of still-existing cultures add to the attractiveness of this volume.
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:
The 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.
Resources
Books
A World of Faces: Masks of the Northwest Coast Indians
- An exploration of the meaning behind the treasured masks created by artisans for ritual purposes, or simply for enjoyment. The author presents a photo gallery of outstanding examples.
Native Visions: Evolution in Northwest Coast Art from the 18th Through the 20th Century
- Sparkling with over 200 illustrations, 100 of them in color, of the magnificent art of Northwest Coast Native Americans, this book accompanies a traveling exhibition that originated at the Seattle Art Museum.
Spirit Faces: Contemporary Masks of the Northwest Coast
- This book has beautiful photography and a striking diversity of masks. Each mask has a description of its use and they are shown in all their glory - each one has been re-created using traditional methods so that you get to see them as they were intened to be seen.
Artifacts
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, Posterboard
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.
Resources
Books
Masking and Madness: Mardi Gras in New Orleans
- Winner of the 2003 GOLD Benjamin Franklin Award from Publisher's Marketing Association, MASKING AND MADNESS: MARDI GRAS IN NEW ORLEANS is the only book devoted to the costumes of Carnival, a luminous portrait of the celebration that defines America's most profanely spiritual city, by New Orleans' preeminent photographer.
Masks of Venice.(Venetian Carnivale): An article from: Arts & Activities
- This digital document is an article from Arts & Activities, published by Thomson Gale on February 1, 2007. Every year, right before the Lenten church season, the alleys of Venice become alive with "Carnivale"--a celebration before the rigors and deprivation of Lent. People from all over the world come, dress in incredibly ornate costumes and headpieces, and hide behind masks or exotic makeup.
Artifacts
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 Paint, fake fur and hair, Beads, Sea 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
- African Tribal Music And Dances (1993). Delta
- Artlex
Art Dictionary- Plaster
- Clapton, E. (1992). Behind The Mask, New York: Warner Bros.
- Cumming,
M. Northwest coast Native American masks.
- Davis- Davis Art Images
- Dick
Blick. (2005). African ceremonial
masks.
- Edsitement
Lesson- What masks reveal
- Fenichel,
M. Assignment discovery lesson plan: Destiny
determined: Power and
ritual
in Asia
- Genuine
Africa- African art crafts masks
and pottery.
- Gillon,
W. (1984). A Short History of African Art
- Great Britain: Butler
& Tanner Ltd.
- Gutierrez,
N. American symbols.
- Hamill
Gallery of African Art- Kuba
Masks, Congo.
- Kramer,
J.- Masks with a message: Draped
slab.
- Mohajer,
K. A. (2000). Symbolism in
traditional arts.
- Moreillon,
J. Behind
the masks: Exploring
culture and self through art and poetry.
- Native
American Life Living Art- Masks.
- Ray,
B.C. (1993). African Art: Aesthetics and Meaning
- Read,
Write, Think. Cultural Mask
Research Graphic Organizer.
- Rebirth
African Art Gallery- Royal Kuba
Masks
- Redlefsen,
A. Plaster face mask.
- San
Jose State University. Masks:
Another Face Activities.
- Seaton
Productions, Inc. (Producer). (1995). The Smart One
: Dempsey, Bob.
- Ulrich,
G. (2003)- Masks.
- Vieth,
K. (1999). From Ordinary To Extraordinary: Art & Design Problem Solving
(Do a search on Amazon- there are many more)
