Overview:
In this lesson, student artists learn about how different masks are used around the world. They then study the characteristics of masks by tracing them. During the second part of the lesson they design their own mask to represent a ritual in which they participate.
Students will be able to:
- demonstrate an understanding of the characteristics of masks, such as exaggeration, distortion, symmetry.
- use a ritual, holiday or theme of importance from their own life as inspiration for the mask.
- specifically choose characteristics that can symbolically represent their chosen ritual.
Setup:
Students will be working independently.
Have materials set up in a way that is easy to pass out, see, and select from.
Materials:
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Copy Paper
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Pencils
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Erasers
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Tracing Paper
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Permanent Markers or Pens
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Choice of Colored Pencils
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Markers or Crayons (see Early Finishers)
Media:
- N/A
Handouts & Photocopies:
- Photocopy One. Teachers should print out a large selection of masks from here.
- Donation Request Handout. — Teachers should send home a request for materials, 1 per student.
Lesson 1
10M, INSPIRATION IMAGE
LOOK AND DISCUSS AN ART PIECE THAT INTRODUCES SOME OF THE LESSON CONCEPTS
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”. Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
- A medieval \”schandmaske\”, or mask of shame, in the Fortress Museum, Salzburg, Austria (unknown creater, photo taken by Klaus D. Peter)
- Schandmaskes (or “shame masks“) were a German form of punishment used in the 17th and 18th centuries. If someone was caught breaking a social rule—such as gossiping, or telling a lie, they were made to wear a mask that represented the thing that they did wrong. For instance, some had donkey ears to signify a fool, long tongues to represent a gossiper, or giant pig noses to indicate the person was “dirty.”
Note on using the information above: As your students participate in a conversation around this artwork, it may occasionally be helpful to provide them with additional or contextual information. This information can and should be imparted at the teacher’s discretion.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
5M, INTRODUCTION VIDEO
WATCH THE INTRODUCTION VIDEO & CHECK FOR UNDERSTANDING
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
5M, WORKTIME
UNDERSTANDING CHARACTERISTICS OF A MASK
Students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artists who seems be pushing themselves to try new things.
To get students to begin recognizing different types and features of masks, initiate a quick discussion with the class. The teacher should focus conversation on the different characteristics of a mask, pointing out things like exaggeration, distortion, & symmetry. Have students notice that some masks have eyeholes and some don’t—this is because some masks are for decoration, while others are worn.
Even if students are not completely done at the end of five minutes, have them set their work aside and watch the remainder of the video. They are welcome to continue tracing afterwards.
15 – 20M, ADDITIONAL WORKTIME
FOCUS ON LINKING THE CHARACTERISTICS ON THEIR MASK TO A RITUAL
Students will be designing a mask to represent a ritual that they celebrate. As the teacher circulates, s/he should engage them in conversation about the ritual that they chose and how the various features and characteristics they are choosing represent that ritual. With older students, the teacher can talk about symbolic relationships. With younger students the connection will be closer to a representation (i.e., for a birthday party they will probably make a ‘happy’ face, or an ‘excited’ face, whereas older students should be able to create more subtle nuances in their choices.)
5-10M, CLEAN-UP/PRESENTATIONS
STUDENTS PRESENT WORKS IN PROGRESS AND DISCUSS THE ARTISTIC DECISIONS THAT THEY MADE
Sharing should work as follows:
- Student stands by their work. A teacher should hold it, or place it on an easel.
- The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
- A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
- Always end the conversation by asking the class to give the artist a compliment.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
ANTICIPATED PROBLEMS
- This drawing should be a rough sketch—if a student is getting bogged down in detail, remind them and this is just for brainstorming and a sketch for their own use.
- You can tell students about upcoming steps if they seem to need it to help them plan (they will be building the mask with cardboard then using plaster strips to create a hard surface).
EARLY FINISHERS
If a student finishes early, have them lightly color their mask.
This project is free to access, but after the first lesson, you will have to create a free account and enroll in the course. After you create an account and enroll, the project can be accessed from the \’artroom\’ tab at the top of the page.