VA.O.VAI.4.1:      examine the historical and cultural backgrounds used of various
                               artwork within the media.
VA.O.VAI.2.3:      create two-dimensional and three-dimensional artworks based on
                               elementsof art and principles of design using appropriate media,
                               processes, andtechniques to solve specific problems. Apply
                               problem-solving skillsin the creative process selecting subjects,
                               symbols, and ideas for use in their own artwork.
VA.O.VAI.1.3:       use materials, tools, and technology in a safe and responsible manner.

Objectives:
 Students will:

• Students will discover the purpose of masks in different cultures.
• Students will evaluate different cultures masks, taking into consideration the medium, form, details, and function.
• Students will make a thumbnail sketch of their own mask by using cultural examples as inspiration.
• Students will design a mask of their own that conveys the time in which we live in. Their masks will represent their culture, style, and emotions.
• Students will use draped slabs to form a structure for their mask, along with other hand building techniques.
• Students will show evidence of craftsmanship in forming and adding detail to their mask.

Rational:
 Students will discover why masks are significant in different cultures and how they used readily available materials in the process of mask making. They will use inspiration from their research to create a thumbnail sketch of their own mask ideas. The students will then use slabs to create a base structure, along with other hand built techniques to add details. The students will be expected to create a unique mask that represents themselves and the culture in which we live in. Each student will be asked to give a short rationalization of what their mask represents in front of the class upon completion.

 

• Newsprint/ Newspaper
• Paper & Pencils
• Clay
• Sharpie Markers
• Masking tape
• Plastic bags
• Rolling pins
• Slip dishes
• Potter’s needles, Fettling knives, tools, sponges
• Moist paper towels
• Spray water bottles
• Acrylic paint
• Paint brushes
• Water & Paint Dishes
• Beads, feathers, yarn etc. (Students can bring in any other objects they wish to add)
• A strong wire or rope to hang the masks
• Hot glue gun/ glue sticks
 

• A  mask the teacher has made prior to the Unit
• PowerPoint Presentation
• Any books, photos, magazine clippings, etc. that the students bring in
• Books:
Masks Around the World by Meryl Doney
Masks (Traditions Around the World) by Danielle Sensier & Amanda Earl
• Websites:
http://ignca.nic.in/mask.htm
http://anthromuseum.missouri.edu/minigalleries/worldmasks/intro.shtml

 

1. Students were asked at the end of the previous class to bring in any pictures, books, magazine clipping, etc. of different masks from various cultures. They were encouraged to research the reasons, materials, and use that these cultures have for mask making.
2. As a class we will discuss the importance of mask making in different societies. The teacher will pass around different books and clipping that they feel will be inspirational to the students.
3. The teacher will use a PowerPoint to view many different images of masks to show the students.

 

1. Students will be asked to pick a culture that they find most interesting and make a few notes on what they may want to pull from these cultures to add to their masks.

2. Students will then draw a thumbnail sketch of their own masks. They will be allowed to take home their sketches to finish.

3. The students will be expected to have their sketches completed by the next class.

 

1. The teacher will give a demonstration on how to wedge, make, cut, and attach slabs and coils.
2. Students will then be given 20 minutes to practice and play with the clay. This gives them time to get a feel for the materials.
Production:
1. Students will make a life size newspaper structure that will be the base for the mask. (This will later be removed when the product is finished.) This will be done by shaping newspaper into a rounded hump and taping the bottom flat. The hump should then be placed in a plastic bag so that the clay will not stick to the newspaper. Have students write their names with sharpie markers on the bottom.
2. Students will then be given clay to wedge and prepare for the next class period. Clay should be sprayed with a water bottle, covered with moist paper towels and tightly enclosed in a plastic bag. Students must place their names on the clay bags as well.
 

1. The teacher will give a short demonstration on how to create facial features. The students will need to know how to use the coils, slabs, and pinch methods (score and slip) to add these details.
2. Students will set up their work stations and get prepared to start the mask making process.
Production:
3. Students will begin creating slabs and draping them on the newspapers structures.
4. Once they have completed the base structure for the mask they will smooth the surface out with a wet sponge.
5. Students are reminded of proper wrapping procedures to keep their project moist between work sessions. Drape with damp paper towels if necessary.
 

1. Students will set up their work station and begin working. They will be given the entire class to work on their masks.
Production:
1. Add on details for the facial features by using coils and added slabs.
2. Students can carve lines and shapes, press in textures, and add any other details at this point.
3. Once they are done with this process two holes need to be poked into the sides for hanging (about ¼ inch or so from the edge). Students will be told to ask the teacher for assistance in this step so that the holes are made big enough and placed in the right place (level with the eyes).
4. Students will NOT cover their mask once they are done. They will need to dry completely before moving on to the next step.
 

1. Students will set up their work stations to start painting. They will have the whole class period to finish their masks.
Production:
1. The painting process begins! The students will have the freedom to paint their masks with any color or pattern they like.
2. Once the paint has dried, they can then add on any feathers, beads, yarn etc. (Students will use a hot glue gun to do so during this step. There should be a station set up by the teacher’s desks for this process for safely reasons.)

Day 7:

The students will name their masks and as a class we will have a critique. They will each be asked to take a few minutes to explain to the class what their masks represents in themselves.
 

Evaluation:
Students will be graded on the following:

• Did they participate in the class discussions?
• Have they successfully created a strong base structure for their masks?
• They have added their own creative details and touches to reflect themselves?
• Did they properly set up and clean up their work stations each class period?
• Did they properly put away their masks at the end of every class period?
• Did they take a few minutes to talk about their mask in front of the class?