Special Power Masks!
Goal: Students will learn about the importance of masks through different cultures and be able to relate it to their lives to make a mask of their own.
PGC's
Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts.
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies.
Identify, compare, and justify that the visual arts are a way to acknowledge, exhibit, and learn about the diversity of peoples, cultures, and ideas.
Recognize, articulate, and debate that the visual arts are a means of expression.
Preassesment
1. Can students plan out a mask with pencils, colored pencils and paper?
2. Can students identify masks from Canada, Alaska, and Africa?
3. Can students explain their artistic choices?
4. Can students demonstrate how to use plaster tape and newspaper to build forms? (day 2)
Objectives
1. Students will be able to develop plans and sketches for their masks that reflect the powers their mask will have.
(Creating; comprehend: art has intent and purpose)
2. Students will be able to demonstrate their understanding of using plaster tape through the making of a mask.
(Applying; create: Use basic media to express ideas through the art making process.)
3. Students will be able to explain characteristics that describe their masks special power s.
(Creating; comprehend: The identification of characteristics and expressive features in works of art and design to help determine artistic intent.)
4. Students will be able to identify mask characteristics from Canada, Alaska, and African regions.
(Understanding; transfer: Historical and cultural ideas are evident in works of art )
Accommodations
Students with challenges will be asked just to make a mask without any additional appendages and to use simple color to describe their masks special power. If the student is really struggling, have them paint a picture of their mask instead of making it.
Students requiring more of a challenge will be asked to create designs and extra detail on their mask that reflect the special powers as well as have them make multiple appendages and/or assemblage elements.
Materials:
Day 1
1. Drawing paper
2. Colored pencils, pencils, markers
3. Powerpoint, computer, projector
4. Mask examples
5. Mask templates
Day 2
6. Plaster tape
7. Buckets of water
8. Individual containers of water
9. Newspaper to create molds of appendages
Day 3
10. Acrylic paints ,Paintbrushes, palettes
11. Assemblage materials such as fur, yarn, etc.
12. Glue
Resources:
Kleiner, F. S. (2009). Gardner’s art through the ages. (13 ed., vol. II,
p.864,867). Boston: Thomson Wadsworth
http://www.mnh.si.edu/arctic/features/yupik/slide06.html
http://www.support-native-american-art.com/hopi-masks.html
http://www.artyfactory.com/africanmasks/masks/dan.htm
Preparations:
Make a mask myself and ask other group members to do so to for examples.
Create powerpoint and have ready on the computer
Cover tables with newspaper
Have plaster tape all cut out
Have water and plaster tape on the tables
Motivation:
1. Come in to the classroom wearing my mask and tell kids what my mask is and what its special powers are.
2. Show slideshow and ask them what they think the masks might mean.
3. Ask what special powers they would want and how could color and forms describe these.
Procedures:
Day 1
1. Begin with motivation:
a. Come in to the classroom wearing my mask and tell kids what my mask is and what its special powers are.
b.Show slideshow and ask them what they think the masks might mean.
c. Ask what special powers they would want and how could color and forms describe these.
2. Show slideshow:
a. Owl mask: protection power, red meant life and white means winter
b.Eagle transformation mask: Had the ability to transform a dancer into an eagle and back into a man
c. Eskimo mask: had the power to attract animals for hunting. Like having a mask where you were never hungry.
d.Kachina mask: Transforms wearer into a spirit so they can bring whatever they need like rain, Colors describe the region they are from. Blue=rain?
e.Dan mask: protected and let people talk to spirits, like being able to talk to ghosts or the wind.
f. Discuss slide 6 and ask kids what they think their power is. Point out big noses or forehead creases and explain that we will be making really big noses or lips, etc to describe the masks power.
g. Stop on slide 7 to explain the assignment. Ask kids to Draw a picture of how you want your mask to look like and what powers it will have and to Write down what your masks power is.
3. Hand out paper and tell kids to write what they want their mask to do and what it will look like
a. Use prompts like “do you want your mask to make you fly? Maybe it will be blue like the sky and have a nose like a bird beak”and “Could your mask make you never hungry? You could paint it red like an apple and give it a REALLY big mouth!” just to get ideas flowing and the point across to those who may learn better from examples.
4. Circulate the room offering help and asking questions pertaining to the kids’ art work.
a. Ask questions like what is your masks special power? What color(s) will it be? Why? What feature are you going to emphasize(make bigger)?
5. Clean-up
a. Ask kids to stop working, and make sure names are on papers
b.Have one student go around and collect all the artwork
c. Put away colored pencils and markers.
6. Have students circle up around the red rug
7. Ask students who wants to share about their piece: what is the powers, the colors, and what characteristics will it have.
8. Dismiss class.
Day 2
9.Allow kids to finish up their drawings or begin the drawings if they missed last class. Demonstration
a. Lay down the mask mold
b.Dip a plaster strip into water and let most of the water drip off
c. Have a student try each step to keep them engaged
d.Lay strip on the mask and lightly rub until all the holes are closed
e.Lay strips crisscrossed so it is strong and does not break.
f. Once all is covered lay more strips in certain places to create a big nose or a big chin, etc.
g. Show how to make horns or appendages by crumpling newspaper in a form then covering it in plaster tape, then attaching by putting the tape on the appendage and the mask. Or wait until next class period to attach the pieces and do so with tape then plaster over it.
h.Ask kids to get to work
10.Have the kids put their drawings in front of them to remind them of their plans so that they are making thoughtful decisions, not just doing whatever they want.
Day 3
11.Give a demo on mixing color (elaborate later)
12. Have kids paint their pieces (elaborate later)
13.Have kids circle up and talk about pieces (elaborate later)
Post-assessment
1. Did students plan out a mask with pencils, colored pencils and paper?
2. Did students identify masks from Canada, Alaska, and Africa?
3. Did students explain their artistic choices?
4. Did students demonstrate how to use plaster tape and newspaper to build forms? (day 2)
Reflection
The students really seemed to have fun with the lesson. They liked the three-dimensional aspect of the plaster and that it was something they had never done before. They really got creative when it came to picking their special powers. The only real problems were the messes. One student spilled plaster powder on the floor and there was no vacuum to clean it up with and students used water to clean it up which stained the carpet. Clean up time was also somewhat unorganized so next time I will have to have specific jobs for the students. Another problem was one student who was very upset by getting his hands dirty in the plaster. I accommodated to his needs by giving him a wet paper towel to wipe his hands off on instead of constantly washing his hands, which seemed to work pretty well.