Masks

Introduction

Who or what would you like to be today? A mask is a face made in any form the mind can imagine. One who puts on a mask experiences a transformation. One discovers new power to amuse, to perform, and even to frighten.

Task

Create a mask using plaster, create a written or oral presentation of the cultural and research connection, and evaluate your mask using the text’s elements and principles chart. The limit of one’s materials is the limit of one’s imagination.

Process

vStep 1: Look at masks created in history (Learning Standard 25.A, B.; 26.A.5; 27.B.5; 5.C.5a)

Some links you may want to research or find your own: (click here)

http://www.masks.org/

http://www.mnh.si.edu/artic/features/yupik/

http://iijnet.or.ip/NOH-MASK/

http://www.mpm.edu/collect/mask.html/

http://members.aol.com

vStep 2: Decide on a design for your mask and create a drawing (Learning Standard 27.B.5; 26.A.5; 26.B.5)

vStep 3: Create the history, cultural connection, and research information for your mask (Learning Standard 26.B.5; 27.B.5; 29.B.5a; 4.B.5a; 5.C.5a)

vStep 4: Create a basic plaster design from a pre-shaped form or from one’s own face

vStep 5: Paint your plaster mask (Learning Standard 26A.5; 26.B.5)

vStep 6: Add details to your mask such as feathers, wood, beads, raffia, yarn, and paper (Learning Standard 26A.5: 26.B.5; 29.B.5b; 29.B.5b)

v Step 7: Using your text chart for elements and principles evaluate your mask (Learning Standard 25.A.4, 5; 27.B.5; 29.B.5a)

Evaluation

Evaluation Rubric for Multi-Cultural Mask Project
Levels of Performance

Before beginning to create masks students were asked many questions about the purpose of their mask and what cultural connection it would have. Students

will create a written or oral presentation with their finished product. Students should use their elements and principles chart from text to evaluate their masks.

Dimensions of Performance	Below Standard Score: 1-2	Accomplished Score: 3-4	Excellent Score: 5
Content (25.A, B) concepts to learn	Cannot identify shape, color, symmetry, balance, unity	Identifies some elements and principles of art that apply to project	Easily identifies elements and principles of art that apply to project
Craftsmanship (26A,B) skillful use of materials	Little or no skill in manipulation of media and technique	Average skill in manipulation of media and technique	Great skill in manipulation of media and technique
Connections (27B; 29B, 4.B; 5C) historical or cultural awareness	Little or no cultural connection in final product	Independently decides on cultural connection, writes a legend or essay explaining a phenomenon of mask	Independently decides on cultural connection, researches information for web page, copies a mask gif, submits disk
Critical Thinking (25A,B; 29B; 4B; 5C) ability to evaluate and critique artwork from text chart	Unable to explain purpose of mask, unable to use chart words to evaluate other masks	Can evaluate another mask using words from the elements and principles chart	Can evaluate another mask using words from the elements and principles chart. Can make a cultural ID
Creativity (26A,B; 29B) inventive new ideas personal expression	Same ideas as others, uses commercial ideas, copies existing mask on handout	Creates an original mask, uses new knowledge and skills with links to a cultural heritage	Independently creates an original mask, uses new knowledge and skills with sophistication and cultural significance
Commitment (26B) performing to best of ability, shows progress	Needs help from teacher consistently. Does not take risks, does not make good use of class time	Easily understands directions and key concepts, usually works independently.	Easily understands directions and key concepts. Helps others, works independently
Completion (26B) finished in a timely way makes good use of time	No purpose for mask/ No writing about mask, not finished on time, talked consistently during class/no name	Completes project on time/little talking/name on projects	Independently completes project on time/no talking/work turned in on due date

Conclusion

In ancient and primitive cultures mask-makers were held in great respect and esteem; often it took months or years to create one mask. You have now become a mask-maker, and you may have the power to protect against the supernatural, to honor ancestors, to encourage gods of agriculture to bring rain and crops. You also have a new power of understanding and manipulating the arts. Put on your mask and enjoy your new power.

Teacher Notes

Now you may put on the mask of an Art teacher, an English teacher, and a Foreign Language teacher in this one project!

Fine Arts State Standards

25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.

25.B.5 Understand how different art forms combine an interdisciplinary work.

26.A.5 Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.

26.B.5 Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision-making.

27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.

Foreign Language State Standards

29.B.5a Explain the cultural and historical significance of characteristic art forms of a target language society.

29.B.5b Create an interpretive presentation of a selected art form based on research or a field experience.

English Language State Standards

4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences.

5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.