LESSON 1: VISUAL ARTS
Overview:
An introduction
to mask-making, including history, techniques, materials and vocabulary
of mask-making. This unit will involve 2-3 sessions.
Outcomes:
1) The student will learn the historical context of mask-making.
2) The student will create a plan (including a drawing) that will be used
to make a
mask that communicates a
significant aspectof our culture
(the mask is to be
used in a performance involving
dance, music and theater). The student will
experiment with the elements
and principles of art to create an idea that
communicates character mood,
feeling, personality or other selected intent.
3) The student will learn about the elements of the art form including:
a) sensory qualities-line,
shape, texture, color
b) formal qualities-pattern,
balance, center of interest
c) expressive qualities-
how masks are used to create moods/feelings
d) technical qualities- how
masks are made
4) The student will learn technical aspects of mask-making including:
a)making papier mach´e
masks with wallpaper paste or flouror
b)making masks with plaster
bandages
c)repairing, cutting and
strengthening the "base" mask
d)coloring masks
e)adding other materials
to masks by stapling, sewing, gluing and taping
Materials Needed
Disciplinary Concepts
Vocabulary
Preparation
Procedures w/plaster bandages
Procedures w/papier mach'e
After the mask base is made...
Assessment
Evaluation
Materials Needed:
For Plaster masks:
plaster bandages cut
into 1"x4" rectangles
water
paper towels
facial soap
garbage bags (to cover hair
and clothing)
Vaseline
For Papier mach´e masks:
wallpaper paste or flour
and salt and water
plasticene mask forms (available
at arts and crafts stores)
quart-sized containers (one
for every two students at work)
white glue
2 inch squares of painter's
paper or brown paper bags
Vaseline
Other (for both types of masks):
paint
elastic or tape
a variety of materials such
as fabric, beads, feathers, rickrack, etc.
Disciplinary Concepts:
1) Students develop an appreciation of the various purposes for masks
and
develop the skill to make
a mask for a special purpose.
2) All civilizations use masks to create new identities within rituals,
initiations or
celebrations. Other uses
for masks include:
a) disguise and deception.
b) magic- to scare away evil
spirits or invoke the power of the spirit world.
c) representing admired animals,
in hopes of taking on their desired attributes
such as strength, cunning
and swiftness.
3) Masks have existed since early in man's existence and have been traced
to the
Paleolithic period. One of
the most remarkable masks still in existence is more
than 9000 years old.
4) Masks have been used in theater and dance for centuries and for many
reasons.
5) Color, shape, texture and line act to create mood or feeling in masks.
6) Masks can be made in a variety of methods with a variety of materials.
Vocabulary:
shape
papier mach´e
mask
color
texture
alter
carve
paint
artist
culture
moods/feelings
Preparation:
1) Discuss the history and purpose of mask-making with students. Ask students
to speculate about how masks
may have been used in the past and how they are
now used. Show examples of
masks to students (books, Halloween; the internet
can be a source for many
examples).
2) Explain the project assignment- to plan and create a mask that will
be used for a
a performance involving music,
dance and theater. Explain to students that this
project will enable them
to meet the Intermediate Minnesota Graduation Rule
requirement for Artistic
Creation, Performance and Expression. By completing
the performance assessment
package,students will demonstrate
competency in
the arts. Pass out copies
of the Mask Planning Sheet and task 2checklist.
Review
these with students. Remind
students that all parts of the checklist must be
completed tomeet
the standard.
3) Keeping elements of the checklist and the story/characters developed
in task 1
(theater activity) of the
ACT'98 and
Technology Intermediate level
Performance Assessment Package ("Adventures in Theater"), ask students to
meet with their theater production
group to "brainstorm" ideas and to complete
the Mask Planning Sheet for
their chosen characters. Discuss purposes for the
masks and the "messages"
about culture viewers might take from seeing the
masks. Discuss how the masks
will be used with theater, dance and music to
enhance the presentation.
4) Ask students to draw a mask in pencil, using a variety of lines and
shapes to
create as much detail as
possible. Make 2 copies of each student's pencil drawing
and have students place their
originals in their file folders.
5) Instruct students to use the copies of their masks to experiment with
color and
texture to communicate mood,
personality or reactions of your character and/or
a significant aspect of your
community in a scene from your theater production.
6) Remind students that they are to use a variety of art media and art
elements to
find the best way to communicate
intent. Ask students to create 2 different
versions of the mask and
to write an explanation for the choices made using the
elements and principles of
design.
Procedure with plaster bandages:
1) For younger students, ask parent volunteers to assist with the project,
which can
be done in one 45-minute
session. Find a work area that allows students to be
messy and encourage them
to wear a smock or old clothing. Set quart containers
at each work station. If
using plaster cast material, place cut rectangles near water
source. One student will
be the maker and one will be the model.
2) Have the model put on a smock or cut a hole in the bottom of a garbage
bag and
place it over the model.
Cover hair with garbage bag and tape to edge of hair.
3) The maker applies a thin coat of Vaseline to the skin of the model's
face. Be
certain to cover the eyebrows
and any hair to be covered with plaster bandages.
4) The maker should wet down each piece of bandage and gently apply it
to the
model's face, overlapping
each piece. Carefully rub each piece to make certain
the mask is flush against
the model's skin. Apply an even layer, wipe smooth,
then cover two more layers.
Work carefullyto make certain
the bridge of the
nose and temples are built
up. The eyes and nostrils may remain uncovered.
5) After 3-5 minutes, the model should carefully move his/her face to
loosen the
mask. The maker should carefully
remove the mask by prying at the mask's
edges, being careful not
to damage the mask. Build up weak areas with additional
plaster bandages.
6) Have the model get cleaned up by wiping face with paper towels. Wash
with soap
and water.
7) Maker and model reverse roles. Repeat the process.
Procedure with papier mach'e:
1) Mix 2 tablespoons of wallpaper paste into a quart jar half-filled with
warm water.
Place about 1/2 cup of white
glue in the jar and finish filling with water. Stir. If
too thick, thin with water.
Consistency should be "gooey."If
refrigerated, this
mixture will last several
weeks.
2) Wallpaper paste is easier to work with, but if you wish to use flour,
add 1.5 cups
of flour, 1 cup of water
and 2 tablespoons of salt (to preserve the mixture) and mix.
3) Layer a thin coat of Vaseline on the plasticene mask form so that the
papier
mach´e mask will release
when dry. Dip paper strips in mach´e mixture and start
layering strips over mask
form to a thickness of 8-10 layers. Allow
mask to
drybefore
removing from mask form.
After the mask base is made:
1) Allow to completely dry. Paint a base coat over the mask with acrylic
paint
diluted with water. Tempera
paint mixed with water and white glue will also
work.
2) Utilize fabric, beads, rickrack, feathers and anything else available
to decorate the
masks to fit the theme of
communicating significant aspects of your culture.
3) Attach elastic to the temples of the mask with glue or staples.
Assessment:
1) Cooperative group learning techniques: Have students separate into
small groups
and discuss and define ways
to communicate important aspects of culture. Move
from table to table and ask
students for input.
2) Snapshot: Through discussion, randomly pick students to check for understand-
ing of history and vocabulary.
3) Randomly choose students to demonstrate the technical aspects of mask-making
to other students.
4) Randomly check student drawings and ask for an explanation of the process
used
to develop the idea for the
mask.
Evaluation:
Did students:
1) learn the technical aspects of mask-making?
2) learn historical aspects of the art form?
3) understand the elements, principles and expressive qualities of the
art form?
4) use three types of visual art in the process?
5) learn about how mask making relates to the Minnesota Graduation Rule
and the
primary and intermediate
standards for Artistic Creation, Performance and
Expression?
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