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 working individually, but can easily share use of the photocopies. Have materials ready to go out to tables in two waves; after the video pauses, they will be using permanent markers/pen, tracing paper, and the mask print-outs. After the video finishes, they will be using copy paper, pencils, and erasers.
Copy paper, pencils, erasers, tracing paper, Permanent markers or pens, choice of colored pencils, markers, or crayons (see Early Finishers)
photocopy 1
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
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⚲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.”
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: This video will be shown in two parts. Be prepared to pause the video when it says ‘pause’.
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.
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.
The students work independently 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.
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.)
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, have them lightly color their mask.
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