Submitted by: Lotte Petricone, Clarkstown Central School
District, New York
UNIT: Sculpture - Design
Lesson: Notan Masks
Grade Level: Middle School (adaptable to high school)
This is a follow up lesson to Notan
Expanding the Square Collage
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Rationale
for Teaching Lesson:
Using
the Notan collages students will create a paper mask that
uses FORM and LINE
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Lesson
Objectives:
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1.
To use a collage as inspiration for the mask.
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2.
To learn about form and line.
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3.
To use a simple square and all the negative cuttings to
create a mask.
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4.
To understand about symmetry and asymmetry, and the
Principle of Design, Balance.
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New
York State Learning Standards:
Standard
1:
Students will actively engage in the processes that
constitute creation and performance in the arts and
participate in various roles in the arts.
Standard
2:
Students will be knowledgeable about and make use of the
materials and resources available for participation in the
arts in various roles.
Standard
3:
Students will respond critically to a variety of works in
the arts, connecting the individual to other works and to
respond to other aspects of human endeavor and thought.
Standard
4:
Students will develop and understanding of the personal and
cultural force that shape artistic communication and how the
arts in turn shape the diverse cultures of past and present
society.
National
Standards below
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How
the Standards are addressed in this lesson:
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1.
Creation of a Notan mask.
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2.
Understanding of paper sculpture as a medium.
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3.
View and respond to cultural masks - discuss purposes
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4.
Written Artist Statement about the collage and mask.
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Lesson
Procedures:
Lesson
Segments:
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Resources
below
Materials:
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1.
Discussion and demo of paper mask making techniques
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1.
12 x 12 bristol paper, scissors, Elmer’s glue
(White Tag Board could be sued)
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2.
Creation of mask, including development of rubric.
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2.
White paper, 12 x 18, Black squares cut to size 5” x5”,
Elmer’s Glue, xeroxes of rubric.
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3.
Independent work on masks
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3.
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4.
Intro to Line and demo of painting
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4.
Watercolor sets or tempera paints, brushes, water containers
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5.
Artist Statement & grading of art.
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5.
Artist Statement xeroxes
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Segment
1:
Discussion and demo
of paper mask making techniques. (1 class)
Teaching
Style:
Guided
Practice Discussion
of mask construction, using collage as inspiration.
ę Demo
using a square and creating Form by cutting the bottom and
top, overlapping the pieces to make it 3-D.
Use clothespins to hold together while glue dries.
ę Demo
various techniques: crimping and curling the paper.
ę
Make
flaps to be able to glue pieces on.
Independent
Practice Begin
work on masks
Assessment
Method: Verbal
Modifications:
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Segment
2:
Creation of mask,
including development of rubric. (1 class)
Teaching
Style:
Guided
Practice Continue
masks. After a day of work, develop rubric.
Independent
Practice Continue
masks
Assessment
Method: Verbal
Modifications:
Note:
for National Standards 4, 5, and 6
- present a variety of cultural masks for discussion.
Cultural masks can be presented before OR after the mask
making process. Reflect on meaning and purpose of masks. Tie
in masks of Japan and China - as well as many other
cultures. Students can reflect on meaning and purpose of
their own masks. For National Standard 6 - Bring in
comprehensive arts (music, dance, drama), social studies and
math concepts in discussions.
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Segment
3:
Independent work on
masks (2-4 classes)
Teaching
Style:
Guided
Practice Review
masks
Independent Practice
Continue work on masks
Assessment
Method: Verbal
Modifications:
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Segment
4:
Intro to Line and
demo of painting (2-3 classes)
Teaching
Style:
Guided
Practice Discussion of Line and demo painting techniques
Independent
Practice Paint
masks
Assessment
Method:
Rubric and Reflective Questions. Look at the
National Standards you want to emphasize and write up
reflective questions.
Modifications:
Students who lag behind could use markers to decorate their
masks.
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Assessment: Rubric
Name:
Period:
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Excellent
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Good
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Adequate
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Unsatisfactory
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Score
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Form
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There is very clear Form in the mask – it is
definitely 3-D because it has a lot of depth (15)
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There is clear Form in the mask
–because it has enough depth to make it 3-D (13)
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There is just enough depth to make
it 3-D and have Form in the mask
(11)
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There is not enough depth to make it 3-D and have Form in the mask
(9)
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Shape
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Uses a variety of Shapes: it is very clear that there are
many varieties of freeform and geometric shapes, including
many different sizes (20)
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Uses some variety of Shapes: it is
clear that there are some varieties of freeform and
geometric shapes, including some different sizes (18)
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Uses a little variety of Shapes:
there are a few varieties of freeform and geometric shapes,
including a few different sizes (16)
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Uses very little variety of Shapes:
there are a many of the same freeform or geometric, and
similar sizes (14)
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Space
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There is very creative use of negative Space within the
mask and the positive Space added on around the square –
it is very interesting to look at! (20)
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There is some creative use of both
negative Space within the mask and positive Space added on
around the square – it is pretty interesting to look at!
(18)
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There is use of both negative Space
within the mask and positive Space added on around the
square – it is sort of interesting to look at, but could
be more of either one or both kinds of Space! (16)
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There is little use of both negative
Space within the mask and positive Space added on around the
square – it is not very interesting to look at, and needed
more work (14)
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Line
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There is a very interesting design painted on the mask
using a large Variety of Line, and all 5 kinds can be seen
easily (15)
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There is a pretty interesting design
painted on the mask using some Variety of Line, and all 5
kinds can be seen, but we might have to look a bit (13)
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There is a design painted on the
mask using little Variety of Line, and all 5 kinds can be
seen, but we have to look kind of hard – and it is not all
that interesting (11)
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There is little thought evident in
the design painted on the mask using very little Variety of
Line, and/or not using all 5 kinds of line – it is a bit
boring to look at (9)
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Color
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There is clearly a lot of thought put into the Color of
the design, using Variety of Color, making it very
interesting to look at (10)
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There is clearly some thought put
into the Color of the design, using some Variety of Color,
making it pretty interesting to look at (8)
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There is little evidence of thought
put into the Color of the design, using only a little
Variety of Color, making it not that interesting to look at
(7)
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There is no evidence of thought put
into the Color of the design, and/or using almost no Variety
of Color, making it very boring to look at (6)
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Cutting
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The cutting is smooth everywhere and there are almost NO
jagged edges (10)
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The cutting is pretty smooth almost
everywhere and there only a few jagged edges (8)
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The cutting is a bit rough in many
spots with several jagged edges (7)
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The cutting is very rough everywhere
with lots of jagged edges (6)
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Gluing
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The gluing is very, very neat with absolutely no smudges
(10)
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The gluing is pretty neat with only
one or two smudges (8)
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The gluing is somewhat messy with
several smudges (7)
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The gluing is very messy with many
smudges everywhere(6)
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Grade:
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Resources:
Notan
Collage Lesson
See the
Cardboard masks from Santa Rosa Junior College
Project 4 3D NOTAN MASK by John Watrous:
1. Cut a perfect square of cardboard, about 12-14" square
(turn the square like a diamond)
2. Score and fold this square from corner to corner
3. Using ideas, simplified from your work with Notan activities
done earlier, but without such tight limits, make an
ATHROPOMORPHIC MASK with some movable parts.
Notan mask designs (slide changes every 10 seconds):
http://www.santarosa.edu/art/art3/notan-masks-f02/
Here they created corrugated cardboard masks from their designs:
http://www.santarosa.edu/art/art3/notan-masks-sp03-web/FrameSet.htm
National
Standards addressed in this lesson
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines |
| Students
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own work |
Students
integrate visual, spatial, and temporal concepts with
content to communicate intended meaning in their artworks |
Students
know and compare the characteristics of artworks in
various eras and cultures |
Students
compare multiple purposes for creating works of art |
Students
compare the characteristics of works in two or more art
forms that share similar subject matter, historical
periods, or cultural context |
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intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
Students
use subjects, themes, and symbols that demonstrate
knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks |
Students
describe and place a variety of art objects in historical
and cultural contexts |
Students
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry |
Students
describe ways in which the principles and subject matter
of other disciplines taught in the school are interrelated
with the visual arts |
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Students
select and use the qualities of structures and functions
of art to improve communication of their ideas |
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Students
analyze, describe, and demonstrate how factors of time and
place (such as climate, resources, ideas, and technology)
influence visual characteristics that give meaning and
value to a work of art |
Students
describe and compare a variety of individual responses to
their own artworks and to artworks from various eras and
cultures |
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[MIDDLE SCHOOL
LESSONS] [HIGH SCHOOL LESSONS]
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