Mask
This mask represents time spent outdoors/in a barn in the country, feeding and taking care of horses.
-Piper, 5th Grade
In this project, student artists look at different examples of masks. They choose and trace mask elements from photos, then combine these elements to create a mask of their own that represents a ritual (public or private) in which they regularly take part. They then convert their drawing into a 3-D model using plaster strips, and finish with paint and decorations.
(upper)_Masks-LessonPacket.pdf
Copy paper, pencils, erasers, tracing paper, permanent marker or pens, 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 (such as empty paper towel tubes, egg cartons, etc.) and miscellaneous materials that might be fun to add (such as straws, toothpicks, plastic cutlery, paper cups, etc.), masking tape, glue, bowls of warm water, pre-cut plaster strips (see set-up), newspaper (to protect desks and tables), acrylic or tempera paint in red, blue, yellow, white, and black, assortment of brushes. Lesson 1: choice of colored pencils, markers, or crayons (see Early Finishers) Lesson 5: (Optional) decorative items to glue on such as feathers & beads, glue
N/A
photocopy 1
Lesson 1: Teachers should print out a large selection of masks from here:
L1. Donation Request Handout: Teachers should send home a request for materials, 1 per student
Lesson 3: L&U.L2.Popups (students can share—this is a reference sheet)
Lesson 5: Artist Statement Worksheet_U.
© info: Doodles Academy presents both public domain artworks and works that are protected by copyright in their videos and lessons. The latter are used in accordance with fair use principle, as the images are only being used for educational purposes. If you are the copyright holder of the work of art used for Doodles-Academy.org and do not agree that the use of your image is a fair use, please contact us by email.ELA STANDARDS
SPEAKING AND LISTENING
SL.3.1b Follow agreed-upon rules for discussions (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (Lessons 1-5: student artwork presentations)
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (Lessons 1-5: student artwork presentations)
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Lessons 1-5: student artwork presentations)
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Lessons 1-5: student artwork presentations)
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Lessons 1-5: student artwork presentations)
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5: student artwork presentations)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5: student artwork presentations)
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Lessons 1-5: student artwork presentations)
WRITING
W.4.1d Provide a concluding statement or section related to the opinion presented. (Lessons 1-5: writing an artist statement)
W.5.1d Provide a concluding statement or section related to the opinion presented. (Lessons 1-5: writing an artist statement)
W.3.2d Provide a concluding statement or section. (Lessons 1-5: writing an artist statement)
GEOMETRY
4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (Lesson 1: designing a mask (which is symmetrical)
Creating:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making (Lesson 1: looking at various examples of masks and piecing together elements to design a personal mask)
VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. (Lessons 1-5: using a variety of materials to create a personal mask)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials.(Lessons 1-5: using a variety of materials to create a personal mask)
VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice. (Lessons 1-5: using a variety of materials to create a personal mask)
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials. (Lessons 1-5: using a variety of materials to create a personal mask)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning. (Lesson 1: including details that illustrate the masks meaning)
VA:Cr3.1.5a: Create artist statements using art vocabulary to describe personal choices in art-making. (Lesson 5: writing an artist’s statement)
Responding:
Anchor Standard 7: Perceive and analyze artistic work
VA:Re.7.1.5a: Compare one's own interpretation of a work of art with the interpretation of others. (Lessons 1, 2 and 4: discussing the inspiration image, Lesson 1-5: student artwork presentations)
VA:Re.7.2.3a: Determine messages communicated by an image. (Lessons 1, 2 and 4: discussing the inspiration image)
VA:Re.7.2.4a: Analyze components in visual imagery that convey messages. (Lessons 1, 2 and 4: discussing the inspiration image)
VA:Re.7.2.5a: Identify and analyze cultural associations suggested by visual imagery. Lessons 1, 2 and 4: discussing the inspiration image)
line, shape/form, color
balance, emphasis
Language Arts (could connect to theater/plays), Music (could learn about traditional dances and ceremonies masks were used in), Dramatics (could connect to theater/plays)
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