art lesson plans: Multicultural Masks

Outcome

Students will successfully come up with their own idea for a multicultural mask based on the inspiration from ONE of the following continents/countries: Africa, Egypt, North America, Japan, or India. They will create a mask and use various materials to execute their idea. Students will learn the various purposes of masks throughout the world while gaining an appreciation for masks around the world.

Objectives

The Learner Will:

Identify their chosen country on the map of the world.
Describe characteristics of masks in their chosen country.
Formulate ideas for their mask based on inspiration of their chosen country.
Compare and contrast their mask with masks of their chosen country.
Evaluate the success of their own mask.

Standards

MI.A.K-6.02.17.VA	* Apply knowledge of materials, techniques, and processes to create artwork.
MI.A.K-6.03.23.VA	* Understand there are different responses to specific artworks.
MI.A.K-6.03.24.VA	* Describe and compare the characteristics of personal artwork.
MI.A.K-6.03.25.VA	* Understand how personal experiences can influence the development of artwork.
MI.A.K-6.04.01.VA	* Know that the visual arts have a history and specific relationships to various cultures.
MI.A.K-6.04.03.VA	* Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
MI.A.K-6.05.12.VA	* Explain how visual arts have inherent relationships to everyday life.

Audience

K-5 Grade

Time Allotment

Two class periods, 60 minutes each week.

Resources

Multicultural Masks http://42explore.com/mask.htm

Information on purpose of masks and links to multicultural mask pictures & info.

Power point

Power point showing different examples of multicultural masks.

Materials

1. Art Supplies

Cardstock
Construction paper
Beads, feathers, hemp or string
Scissors
Glue
Markers
Crayons
Tempera paints
Paint brushes
Paint pallets
Cups for water

2. Technology/Other

Examples of masks
Power point
Projector
Computer/lap top

Week One

1. Anticipatory Set

Have examples of masks in the front of the room. Ask, “Does anybody know what these and what might they be used for?”

2. Power point

Tell students for the end of the “Exploring the World” unit they are going to choose a country that we’ve studied and design a mask based on that country.
Show map of the world and have volunteers point out: Japan, North America, Africa, Egypt (within Africa), India, and Australia.
Show masks of the various countries. (Verbal/Linguistic learners will be able to participate in discussion here, intrapersonal learners will be able to participate in group learning, and visual/spatial learners will see examples of artwork, a power point, and then be able to create their own mask.)
- Japan
  - What are some characteristics of the mask?
  - What colors are used? Why?
  - What facial expressions? Why?
  - What designs or symbols are on the mask? Why?
- Egypt
  - What materials are used in these masks?
  - What facial expressions do they have? Why?
  - What kinds of designs and symbols do they use? Why?
  - What colors are used? Why?
- Africa
  - What materials are used?
  - What colors are used? Why?
  - What kind of facial expressions do the masks have? Why?
  - What designs are used? Why?
- India
  - What materials are used in these masks?
  - What facial expressions do they have? Why?
  - What kinds of designs and symbols do they use? Why?
  - What colors are used? Why?
- Australia
  - What are some characteristics of the mask?
  - What colors are used? Why?
  - What facial expressions? Why?
  - What designs or symbols are on the mask? Why?
- North America
  - What materials are used in these masks?
  - What facial expressions do they have? Why?
  - What kinds of designs and symbols do they use? Why?
  - What colors are used? Why?
Explain the purpose of masks.
- A mask is anything used to hide, protect, or cover part or all of the face. Masks are worn as a part of a costume or a disguise.
- Can be an animal or another person.
- Religious or ritual based.
- Dramatic portraits of spirit beings, departed ancestors, and invisible powers of social control.
Show own example of mask.
- What country did I choose to base my mask on? How can you tell?

3. Semi-Guided Demonstration & Production

Allow students time to think of a country they’d like to use for inspiration.
Give them time to sketch ideas.
Have a table with supplies ready for them to use, explain which supplies are available. (see materials list.)
Show students the basics of cutting out a face shape, making eye and mouth holes.
Give students time to begin making masks. (Bodily/kinesthetic learners will be able to move as they create their mask, interpersonal learners will be able to work alone as they make their masks, and logical/mathematical students will be able to explore patterns in making their masks.)
Assist students as needed, making time for questions on how to do things.

4. Closure

Review the purpose of masks.
Remind students to think about the masks from the various countries.
- How can you make the viewer know where your mask is from?

Week Two

1. Anticipatory Set

Have examples of masks in the front of the room. Ask students if they remembered what they did the previous week. Ask students to raise hand if they remember the country they chose as inspiration for their mask.

2. Production

Remind students they are working on their masks and review examples of masks in the front of the room.
- Holding up my example of the mask, ask students: Who remembers what country I chose to base my mask on? How can you tell?
Tell students after they complete their mask they will need to write a paragraph describing their mask and how they used their chosen country as inspiration.
Allow students to begin working, have supplies ready (see materials list) and volunteers to pass out masks.
Assist students as needed.
As students begin finishing, help them punch holes and tie elastic to fit the mask to their face.
Give students 10 minutes to write paragraph. Have them include:
- Country chosen, why?
- What characteristics from that country have you included?
- What is similar? What is different?
- One thing they remember from the unit.

3. Critique & Closure

Allow students to try on and wear masks.
Arrange desks in a circle.
Pick a few volunteers to read their paragraph.
Allow students time to ask each other questions about their masks.
Ask questions:
- What did you learn from this unit? Favorite thing? Least favorite? Why?
- What was your favorite country? Why?
- Give one reason of why someone might wear a mask.

Rubric

	Target (3 pts)	Acceptable (2 pts)	Unacceptable (1 pt)
Craftsmanship(1, 33%)	Mask is stable and well put together, no noticeable glue marks and/or tape marks. Paint and other materials are applied correctly and evenly. Mask is very neat.	Mask is fairly stable and put together. A few noticeable glue marks and/or tape marks. Paint is somewhat blotchy, materials applied somewhat even. Mask is somewhat neat.	Mask is falling apart, not well put together. Many noticeable glue and/or tape marks. Paint and other materials not distributed evenly, mask looks messy.
Participation(1, 33%)	Students will participate in discussion by answering questions or contributing thoughts. They are able to explain what they see in their own mask and masks of the country they selected.	Students attempt to answer questions, with a correct or incorrect answer.	Students make no attempt to participate in discussion.
Use of Materials(1, 33%)	Students will clearly come up with an idea for a mask from a country learned about in class. Materials used will clearly demonstrate the country shown. The entire mask will be covered.	Student’s idea for their mask is semi-clear and based somewhat off a country studied in class. At least 75% of the mask will be covered and demonstrate the country shown.	Student’s idea for their mask doesn’t pertain to any of the countries studied in class. Less than half of the mask is covered. Poor use of materials.

Pages

Friday, June 11, 2010

Multicultural Masks