students will learn about masks from various cultures and then create their own
4 sessions; 55 minutes per session
1. SWBAT recognize masks from different cultures
2. SWBAT define form
3. SWBAT define contrast
4. SWBAT add personal symbols and meaning to their art
1. plastic face forms #60959-0000 from dick blick 1 for each student
2. art paste ( 1 box for about 50 faces)
3. news paper
4. paint (acrylic or tempera)
5. tacky glue
6. various materials for embellishments (pom poms, feathers, pipe cleaners...)
1. Mix the art paste and cover the face forms with strips of news paper that have been covered with the paste. I have students do at least 6 layers to make sure it is thick enough. Make sure to press the newspapers down to the face form so there are no air bubbles and dumps. (40 minutes)
2. Introduce masks from other cultures and show examples. I contrast the African masks with the native American Indians from the Pacific north west. Talk about contrast of colors and the use of simple shapes and symbols. Have students design their mask, we do 3-4 ideas in our sketchbooks.(50 minutes)
3. Remove the newspaper form from the plastic face. Put name on inside. Paint a layer of white to cover the face. Start with the big shapes, paint the colors and add details last. We use q-tips to make dots and other details. (2 sessions)
4. Finish by adding other embellishments using the tacky glue.
5. Exit slip to follow
students will fill out an exit slip.
How did you create contrast?
How is form different from shape?
What do you like best about your mask?
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
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
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
African Art, Indigenous American Art
Color/Value, Contrast, Form
Mixed Media, Paper Mache
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