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Multiple Level Lesson Plan

Mirror Masks

Created on January 31, 2014 by MisterPP

Create masks from mirrored tag board and Zentangles

1 Keeps, 0 Likes, 1 Comments

THE PLAN
5 sessions; 45 minutes per session
SWBAT use patterns to decorate a mask design

SWBAT create emotions in simple facial designs

SWBAT understand the use of masks in history
Mirrored tag board
dish soap
Black tempera paint
scissors
paint brushes
toothpicks

Need these materials? Visit Blick!
Students and teacher discuss emotions and how to represent them through the drawing of faces.
Students practice drawing different emotions.
Teacher demonstrates how to draw a simplified face
Teacher mixes dish soap with black tempera
Teacher demonstrates how to paint mirrored tag board with black tempera
Students paint mirror board with paint/soap combo
Students draw simplified face and cut it out of board
Teacher demonstrates how to draw zentangle patterns with toothpick scratching through paint to expose mirror board underneath
Students scratch zentangle patterns through paint.
Did students draw simplified face and cut it out of mirror board?

Did students use zentangles to scratch patterns into paint?
THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Visual Arts Standard 2:
Using knowledge of structures and functions


[K-4] Students describe how different expressive features and organizational principles cause different responses
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[K-4] Students explore and understand prospective content for works of art
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students describe and place a variety of art objects in historical and cultural contexts

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[K-4] Students describe how people's experiences influence the development of specific artworks
[K-4] Students understand there are different responses to specific artworks
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

Visual Arts Standard 6:
Making connections between visual arts and other disciplines


[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
THE FEATURES
African Art, Ancient Greece, Asian Art
Contrast, Line, Rhythm/Pattern, Variety
Mixed Media
Multicultural Studies

  • carolkoop 08/05/2015 at 08:58am
    First up for my ART CLUB - thanks for suggesting this.