In this lesson, student artists create the armature for their masks.
SWBAT turn their drawing into a three dimensional model.
Students will be following along with the first portion of the video, so have the watercolor/thick paper and pencils ready for them to use. The reminder of the class, have the rest of materials arranged in a way where students can see and access different options. Be prepared to hand out the worksheet copies after completing the video.
Drawings from lesson 1, 11”x17” watercolor paper or very thick paper, cardboard cut into irregular shapes, tin foil, miscellaneous recycled materials that are easy to cut, bend, and fold (e.g., empty paper towel tubes, egg cartons, etc.) and miscellaneous materials that might be fun to add (e.g., straws, toothpicks, plastic cutlery, paper cups, etc.), masking tape, glue
L&U.L2.Popups (students can share—this is a reference sheet)
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⚲China National Peking Opera Company performing the Red Haired Galloping Horse opera at Meilanfang theatre in Beijing, China.
This is a character in a Chinese Opera. The masks worn in the opera are called kou-lien and are painted on the actors’ face before the show. They are a direct representation of the character’s motivation and inner feelings. The need for makeup masks began in the earlier time periods when plays could only be seen by natural daylight or candlelight. Because of the lighting, it became necessary for the actors’ faces to stand out in order for the audience to be able to understand the character they were watching. As a result, the characters would have eyebrows and mouths painted on to give extra expression to their characters.
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.
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.
NOTE: NOTE: Students will be following along with the first portion of the video, so have the watercolor/thick paper and pencils ready for them to use. Make sure students are starting at the bottom of their paper so that they have enough room. Be ready to pause the video!
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.
Pass out the worksheet and tell students that these are strategies they can use to make the different objects stick up from their mask—sort of like a pop-up book.
The student artists 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 seem to be pushing themselves to try new things.
As the teacher circulates, s/he should remind students that the features of their mask need to stick up and away from the base of the mask—they should be noticeably three dimensional. Masking tape is often easier to work with at this point. Students should focus on securing their pieces in place, but don’t need to worry about making sure it is permanent or how things look—the strips of plaster will cover most of the gaps and assist in gluing down the pieces.
Use 'what, how, and why' and then take comments or questions.
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.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
If a student finishes early, tell them that ceremonies or rituals often have music & dance accompanying them. Have them create music to represent their ritual or ceremony either lyrically or through percussion (light drumming) depending on their preferences.
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