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African Art: Mask Unit Plan

GOALS OR PURPOSES:

The students should understand why it is important to study the art of Africa, as well as the art of other cultures. The student should learn about Africa and the purpose of art in the African culture. Students should understand the use of masks in the African culture. Students will create their own mask out of plaster. They will work in teams to make their plaster molds and then will use paint and other items to decorate their masks. Students will learn about symbolism, research it, and adorn their masks with their chosen symbols. Students will reflect upon the assignment and critique each other’s work.

 

SYNOPSIS

The purpose of this unit is for students to develop an appreciation for other cultures and to explore their individual roles in their culture through expressive masks. Students will understand the significant role of art in culture. Students will learn about the use of masks in general as tools that comment on the society or culture of the time. Students will discuss different uses for masks and study two particular cultures that use masks: the people of the Kuba Kingdom and the Northwest Coast Native Americans. Students will also conduct individual research using the Internet to learn about other masks used in Africa.

 

This unit should allow students to make connections across various cultures by exploring the similarities and differences among the art and symbols of these different cultures.mask I want this unit to encourage students to think about how they relate to people of other parts of the worlds, to think about the role of art in history and the role of art in their own lives in current times. Students will think about how to best express their individual selves and their culture as they see it through the symbols and elements they choose for their masks.

 

Students will create three-dimensional forms using the technique of plaster casting. They will learn how to work with other students to create their masks. After completing their masks, students will reflect on the work. The purpose of the reflective paper is for the student to think about the choices they made, the process of the work and the final product. The paper will offer support for their choices and an examination of the process. Students can recognize what they learned through the process and think about how they might do it differently. Students will finally discuss the success of the piece.

 

LESSON I:

Subject: Art Teacher: Stacie Mich
Topic: Masks/Role
Date: August 8, 2005
Grade: 8th

 

Instructional Objective:

The student, after an explanation, question and answer session, and discussion on the role of masks in different cultures, will answer ten questions on the role of masks with 80% accuracy.

 

Content Outline:

I. What is a mask?

a. A physical object that conceals the identity of the wearer and/or transforms the wearer

b. A tool used to alter one’s exterior appearance or personality temporarily.

c. Mask making has been around maybe 20,000 years

II. Types of masks

a. Protection Masks:

i. Protect the face from physical harm

1. Roman tournament soldiers

2. Doctor and nurse face masks

3. Oxygen masks: firefighters, astronauts, scuba divers

4. Sports: football, hockey, catcher

ii. Protect against misfortune from supernatural spirits

1. Figures of gods

2. Supernatural beings

3. Mythical beings

4. May be grotesque to scare away evil spirits or enemies

a. War masks

b. Mud masks: Papua, New Guinea, the Asaro

b. Transformation Masks/Rites of Passage

i. Mark important transitions in life cycle

1. Birth

2. Coming of age

3. Marriage

4. Secret society

5. Death

ii. New Guinea, West and Central Africa, North America

c. Entertainment Masks

i. Theatrical Masks

1. Actors portraying different moods or characters

2. Greek and Roman theatrical masks

3. Japanese, Chinese, Indian masked theater

ii. Masquerade Masks

iii. Halloween Masks

d. Medicinal Masks

i. Healing Masks

1. Placed on a sick patient to represent a spirit guarding against illness/help cure the disease.

2. The Pende Medicine mask

ii. Shamans in Asia, North America and Africa

1. Medicine men

2. Could transform into the spirit force itself to heal illness

3. Drums might be played while the Shaman wore the healing mask to enhance healing

e. Connection Masks:

i. Worn to transform into other beings or connect with ancestral spirits

1. This mask can take the person to the spirit world

2. Link between living and dead

3. Spirits of the dead ancestors could return to give advice, help the community or placate other spirits

f. Ritual Masks:

i. Initiation ceremonies

1. Young boys coming into adulthood

2. Men joining secret societies

3. Young women initiated into the traditions and rituals of the group

ii. Nature and Life

1. Fertility rituals

2. Planting and harvesting ceremonies (dances to promote fertility and rainfall)

a. Pueblo people of Southwest US

b. Africans in dry regions of West Sudan

g. Funerary Masks:

i. Important in ancient times

ii. Egyptians

1. Death masks placed over dead mummy’s face to preserve the personality and so the spirit could recognize its body.

2. Honors someone of important social standing in the society

3. Preserves the appearance and body of the dead while it transitions to the afterworld

4. In the afterworld, the mask’s magic power transforms the person into a god or protective spirit

5. May be made of non-decaying gold to honor high ranking people.

Instructional Strategies:

Set:

The teacher will ask students to sit in a circle and put on different types of masks (party masks, Halloween masks, Mardi Gras masks, etc…) while listening to Eric Clapton’s Behind The Mask., to open a discussion on the purpose of masks in today’s society.

Body:

Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions:

Knowledge: What is a mask?

Comprehension: What can masks tell us about the people who make them?

Application: Can you think of another instance, other than the ones I have just explained, when we might wear a mask?

Analysis: Why do people adorn masks?

Synthesis: If you could pretend to be someone or something different for one day, what type of mask would you choose to wear to alter your identity?

Evaluation: Do you think it is a good thing to wear a mask once in a while to alter our identities? Why?

 

Closure:

The students will review the uses of masks throughout history in different cultures.

 

Assessment:

The student will answer ten questions on the role of masks in different cultures with 80% accuracy.

 

Materials:

Transparencies, Behind The Mask. by Eric Clapton, several different types of masks, pictures of masks

 

Sunshine State Standards:

(VA.C.1.3) The student understands the visual arts in relation to history and culture.

(VA.E.1.3) The student makes connections between the visual arts, other disciplines, and the real world.

 

ESOL Adaptation:

Strategy: Write key concepts and terms on the board and refer to them during discussion.

Strategy: Use interactive questioning strategies.

 

Resources

Books

Masks: Faces of Culture. - Starting with prehistory and extending to the present age, this book thoroughly examines the many reasons for making and wearing masks. Rites of passage, warfare, and drama are all addressed, from the earliest known examples in Egypt, Australia, and Mesoamerica to football helmets and Star Wars characters in the present day.

 

Masks of the World. - An extensive collection of beautiful masks from around the world, all portrayed in beautiful color. Powerful in their form, nearly every continent is represented with masks organized by country of origin and by tribal group. The origin, size, materials, and other useful information is included in the concise captions.

 

Posters/Prints

LESSON 2:

sampleSubject: Art Teacher: Stacie Mich
Topic: Masks/African Kuba Masks
Date: August 9, 2005
Grade: 8th

 

Instructional Objective:

The student, after an explanation, question and answer session, and discussion on the role of masks in African culture and the Kuba Kingdom, will, in writing, complete a cultural mask graphic organizer, including a sketch of the mask, the purpose of the mask, the materials used, the culture of the people and two reasons for choosing the mask.

Content Outline:

I. What purpose do masks serve in Africa?

a. For religious ceremonies

i. Representing spirits of ancestors

ii. Showing respect to the creator

b. To control good and evil forces in the community

c. To connect man with the environment

i. Use of animal elements in masks

ii. Good harvest/rain

d. For celebrating key moments in life:

i. Birth

ii. Initiation/rights of passage

iii. death

e. Adornment

f. Because it is good

i. Africans do not have a word for art

ii. "Beauty" means "good"

II. African Masks of the Kuba Kingdom

g. In Africa, masks represent spirits, ancestors, and historical and mythological characters, and are used for many purposes

i. For religious ceremonies

ii. To connect man with the environment

1. Human and animal features of the mask may unite man with his natural environment

h. To ask for rain and a good harvest

iii. For celebrating key moments in life

1. Birth/Newborn

2. Initiations

3. Death

b. The Kuba Region

i. Located in the Southern Savanna of Africa/Congo

ii. Inhabitants

1. Original inhabitants

a. The Kete

b. Pygmies

2. Kuba Kingdom

a. Created when the Bushoong chiefdom took over all other chiefdoms

i. The Bushoong chief is King

1. "God on Earth"

2. Controls fertility

3. Communicates with the creator, Mboom

ii. At least 18 different tribes unified under the king

iii. Beliefs

i. Religion

a. Not highly organized

b. Myth of Origin

i. Great god Mboom created the world and man

ii. Woot was the first man and is a cultural hero

1. He led the Kuba migration up river

2. Established matrilineal descent, male initiation, and kingship

a. Nature spirits, mgesh

i. Tended by priests and priestesses

ii. Actively involved in people's lives

3. Fertility

4. Health

5. Hunting

d. Belief in Reincarnation

iv. Kuba Masks

j. First mask

a. Introduced by a woman who carved a face on a calabash, original model for initiation masks

b. Now a male privilege

k. Used in ritual dances

a. Religious ceremonies

b. Initiation Ceremonies

i. Boys may begin to wear masks to frighten women and small children

ii. More powerful masks worn only by initiation officials

c. Burials

d. Other rituals

l. Style

a. Ten styles classified

b. Three royal masks relate to the myth of Kuba origin

i. Mwaash a Mbooy

1. Represents Woot and the king

2. Most important mask and is owned by all Kuba kings and chiefs

3. Worn at during royal ceremonies, initiation rites, and possibly at funerals

4. Buried with the king

5. Tailored mask of cloth & raffia textiles and decorated with colorful beads, cowrie shells, and animal skins to indicate high status

6. Has elephant trunk and leopard skin to represent kingly power

ii. Ngaady Mwaash aMbooy

1. Represents the daughter/wife of great God Woot

2. Wooden face mask with cowrie shells, beads, and fabric

3. Vertical lines below eyes represent tears of joy and pain associated with being queen mother

iii. Bwoom

m. Helmet Mask

2. Represents common man, a pygmy, or one who opposes the king’s authority

3. Appears at initiation but not funerals

4. Made out of a single piece of wood, showing a broad nose, enlarged brow and large ears

5. Metal work on forehead, cheeks and mouth and beads on the face, temples, and back of head

n. Typical Kuba designs

i. Geometric designs

ii. Beadwork

iii. Shells

Instructional Strategies:

Set:

The teacher will pass around examples of African masks while students listen to tribal music.

 

Body:

Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions:

  • Knowledge: Where in Africa is the Kuba Kingdom located?

  • Comprehension: Explain the religion of the Kuba people in your own words.

  • Application: Applying what you have learned about the functions of masks, what

  • type of mask is the Mwaash a Mbooy mask?

  • Analysis: Why do you think that the elephant trunk and leopard skin of the

  • Mwaash a Mbooy mask represent royalty or high status?

  • Synthesis: If you had to create a mask depicting wealth or high social status in

  • today's society, what materials might you use for your mask?

  • Evaluation: Do you believe that it is important to study the art of other cultures?

  • Why or why not?

Closure:

The students will review the use of masks in the African culture, particularly in the Kuba kingdom.

 

Assessment:

The student will use the Art and Life in Africa Project web site to research a mask of his or her choice and fill out the Cultural Mask Research Graphic Organizer, including a sketch of the mask, the purpose of the mask, the materials used, the culture of the people, and two reasons for choosing the mask.

 

Materials:

African mask PowerPoint slides, transparencies, tribal music., African mask, map of Africa., Computer with Internet, Art and Life in Africa Project web site (This website hasn't been updated in awhile and has many broken links. If you visit the archive of the site, you will find the missing information), Cultural Mask Research Graphic Organizer worksheet

 

Sunshine State Standards:

(VA.C.1.4) The student understands the visual arts in relation to history and culture.

(VA.D.1.4) The student assesses, evaluates, and responds to the characteristics of works of art.

(VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the real world.

 

ESOL Adaptation:

Strategy: Use peer tutoring and one-on-one instruction.

Strategy: Establish a language rich environment in the classroom.

 

Resources

Books

Kuba: Visions of Africa Series. - The Visions of Africa series explores the intriguing sculpture and decorative art of the Kuba people of the Democratic Republic of Congo.

The Art of African Masks: Exploring Cultural Traditions (Art Around the World). - Clear, sharp full-color photographs of museum artifacts are well placed on the pages and reflect the large variety of materials used in mask making. Pictures of modern members of still-existing cultures add to the attractiveness of this volume.

 

sampleLESSON 3

Subject: Art Teacher: Stacie Mich
Topic: Masks/Northwest Coast Indians
Date: August 10, 2005
Grade: 8th

 

Instructional Objective:

The student, after an explanation, question and answer session, and discussion on Northwest Coast Native American masks, will, in writing, answer at least eight out of ten questions correctly.

 

Content Outline:

I. Northwest Coast Native American Masks

a. Masks have played an important role for hundreds of years.

b. Common techniques and styles throughout region

c. Mask Making

i. Mask Maker

1. Usually anonymous

2. Always male

3. High status

ii. Paint

1. The designs are traditional forms

2. Black paint emphasizes eyes and eyebrows

3. Color for decoration

4. Paint is made from natural substances

a. Lignite

b. Graphite Sticks.

c. Charcoal

d. Ochre

e. Copper minerals

f. Dried salmon eggs

iii. Other embellishments to make mask realistic

1. Hair

2. Feathers

3. Gold

4. Straw

5. Skin

d. Mask Forms

i. Single face mask

1. Single piece of wood

ii. Mechanical mask

1. Strings or hinges

2. Can open or close eyes or mouth

iii. Transformation mask

1. Most complex

2. Outer mask that opens up to show an inner mask form, which may open to show a third mask form

3. Difficult to make and wear

4. Only strong members can wear the heavy mask

iv. Animal mask

1. To communicate symbolism, myth or status

2. Clans believed to be descended from a specific animal

3. Important animals

a. Raven

i. Trickster

ii. Magical powers

1. Can create things through imagination

iii. Hero

1. Discovered the first human beings inside a clamshell

b. Killer Whale

i. Best hunter of the sea

ii. Hunts in packs

iii. If a fisherman injures a killer wale, the canoe will capsize and fisherman will sink and become a whale

c. Bears

i. Uniquely human in nature

ii. These masks smile

iii. Signifies friendship

d. Thunderbird/eagle

i. Most powerful creatures

ii. Clans of high nobles and chiefs

iii. Can flash lightning bolts out of eyes

iv. Can create thunder by flapping wings

e. Bumblebee

i. Honesty

ii. Pure thinking

iii. Willingness and drive

f. Frog

i. Transformation

ii. Duality

iii. Frogs inhabit both land and water

g. Heron

i. Patience

ii. Grace

e. Function

i. Commissioned to portray specific people

ii. Secret society rituals

1. Shaman societies

2. Conjuring societies

3. War societies

4. Societies for inducting young people into the tribe

iii. Potlatch ceremonies

1. Chief of one tribe gives a gift to the chief of another tribe

2. Show off the tribe’s wealth

3. Feast

4. Ceremonial dancers wore ceremonial masks and act out stories

a. Women and children could not know the meaning

b. May wear transformation masks

f. Native American masks today

i. Natives converted to Christianity by Europeans

ii. Less importance given to traditional ceremonies

iii. Native tribal culture has almost disappeared

iv. Some artists still make masks, creating a new art form

1. Combine traditional techniques and forms with contemporary artistry

2. Shown in art galleries

3. High worth

Instructional Strategies:

Set:

Students will watch a clip of the video, The Smart One.

Body:

Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions:

Knowledge: What material is a single face mask made from?

Comprehension: What is the reason for using black paint for the eyes and eyebrows of the mask?

Application: A rather small and thin man is about to wear his first mask during a secret society ritual. Which mask is he least likely to wear?

Analysis: Why do you think that the Northwest Coast Native Americans portray the bear as having human characteristics?

Synthesis: What animal might you choose to represent your family or clan?

Evaluation: Thinking back on the masks you have learned about this week, which one is your favorite and why?

 

Closure:

The students will review the use of masks by the Northwest Coast Native Americans.

 

Assessment:

The student will answer at least eight out of ten questions correctly.

 

Materials:

The Smart One video, pictures of masks, transparencies

 

Sunshine State Standards:

(VA.C.1.4) The student understands the visual arts in relation to history and culture.

(VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the real world.

 

ESOL Adaptation:

Strategy: Model strategy instruction, provide outlines, and summaries.

Strategy: Provide more time for completion of assignments.

 

Resources

Books

A World of Faces: Masks of the Northwest Coast Indians. - An exploration of the meaning behind the treasured masks created by artisans for ritual purposes, or simply for enjoyment. The author presents a photo gallery of outstanding examples.

 

Native Visions: Evolution in Northwest Coast Art from the 18th Through the 20th Century. - Sparkling with over 200 illustrations, 100 of them in color, of the magnificent art of Northwest Coast Native Americans, this book accompanies a traveling exhibition that originated at the Seattle Art Museum.

 

Spirit Faces: Contemporary Masks of the Northwest Coast. - This book has beautiful photography and a striking diversity of masks. Each mask has a description of its use and they are shown in all their glory - each one has been re-created using traditional methods so that you get to see them as they were intended to be seen.

 

Artifacts

sampleLESSON 4

Subject: Art Teacher: Stacie Mich
Topic: Masks/Symbolism
Date: August 11, 2005
Grade: 8th

 

Instructional Objective:

The student, after an explanation, question and answer session, and discussion on the use of symbolism in different cultures, including the United States, will conduct Internet research on symbols and create five thumbnail sketches of a personal mask, including at least two symbols.

 

Content Outline:

I. What is symbolism?

a. The use of images or symbols to express meaning

b. A symbol is something that stands for something else

c. Used in art of all cultures throughout history

d. We begin using symbols as children

II. Types of Symbols

a. Animals

i. Used in many cultures

1. African

2. Native American

3. Greek myths

4. Indian myths

5. Christianity

6. Iranian myths

ii. Very important for Native Americans

iii. Some are universal

1. Dove=peace

2. Butterfly=change/transformation

b. Geometric shapes or abstract markings

i. Used in cave drawings

ii. Used on African masks and art

1. Marks may represent scarification

iii. Shapes

1. The circle

a. Wholeness

b. Balance

2. The square

a. Four sides

b. Stability and strength

c. Permanence

d. Four directions

e. Four elements

f. Four stages of human life cycle

g. Four seasons

3. Isosceles triangle

a. Coordination

b. Proportion

c. Pointed up=fire/masculine

d. Pointed down=water/feminine

c. Colors

i. Western culture

1. Purple and gold = royalty, wealth

2. Green = environment, ecology, money, go

3. Orange & Black = Halloween

4. Blue = water, coolness

ii. Native Americans

1. Blue = North, cold, defeat, trouble

2. White = South, warmth, peace, happiness

3. Red = East, Sacred Fire, blood, success

4. Black = West, problems, death

5. Brown = good

6. Yellow = trouble

d. Holiday symbols

i. Valentine’s Day

1. Hearts

2. Chocolate

ii. St. Patrick’s Day

1. Leprauchan

2. Shamrock

iii. Halloween

1. Pumpkin

2. Ghost

3. Witch

e. Abstract Ideas

i. Love

ii. Hate

iii. War

iv. Peace

v. Happiness

III. What Kinds of symbols do we use today in America?

a. Patriotic symbols

i. The Flag: National symbol for America

ii. Statue of Liberty

iii. Liberty Bell

b. Weather Forecast symbols

i. Cool Front

ii. Warm front

iii. Sunshine

iv. Cloudy

v. Thunderstorms

c. Signs

i. Stop sign

ii. Pedestrian walk

iii. Restroom signs

IV. Student Mask

a. Thumbnail sketches

i. Create five thumbnail sketches of a personal mask.

ii. Use the Internet to research symbols for your mask.

iii. Design a mask that reveals something about your personality and something about the culture you live in.

iv. Include at least two symbols of your choice

b. Keep the following in mind:

i. You will use these sketches to create a plaster mask.

ii. Your mask can be human, animal or a combination of both

iii. Think of the colors, markings, and materials you will use to convey your idea.

Instructional Strategies:

Set:

The teacher will hold up an American flag, a picture of a pumpkin, and a picture of a happy face to initiate a discussion on the definition of a symbol.

Body:

Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions:

Knowledge: What is a symbol?

Comprehension: What is the purpose of symbols in our culture?

Application: Can you think of some additional examples of symbols that represent America?

Analysis: Why was the Bald Eagle chosen as the national bird of the United States in 1782?

Synthesis: If you could choose an animal to symbolize yourself, which would you choose?

Evaluation: Do you think that the dolphin is an appropriate mascot to symbolize our school? Would a different animal be more appropriate?

 

Closure:

The students will review the importance of symbolism in different cultures and the use of symbols in art.

Assessment:

The student will conduct Internet research on symbols and create five thumbnail sketches of a personal mask, including at least two symbols.

 

Materials:

Flag, Poster Board and Colored Markers. for pumpkin and smiley face drawings, transparencies, student Sketchbooks., Computer, Internet, Drawing Pencils.

 

Sunshine State Standards:

(VA.A.1.3) The student understands and applies media, techniques, and processes.

(VA.B.1.3) The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.

(VA.C.1.4) The student understands the visual arts in relation to history and culture.

(VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the real world.

 

ESOL Adaptation:

Strategy: Use examples of learning activities to provide concrete frame of reference.

Provide concrete examples of ideas that are being presented: pictures, videos, field trips, etc.

Strategy: Use total physical response.

 

Resources

Books

Masking and Madness: Mardi Gras in New Orleans. - Winner of the 2003 GOLD Benjamin Franklin Award from Publisher's Marketing Association, MASKING AND MADNESS: MARDI GRAS IN NEW ORLEANS is the only book devoted to the costumes of Carnival, a luminous portrait of the celebration that defines America's most profanely spiritual city, by New Orleans' preeminent photographer.

Masks of Venice. (Venetian Carnivale): An article from: Arts & Activities. - This digital document is an article from Arts & Activities, published by Thomson Gale on February 1, 2007. Every year, right before the Lenten church season, the alleys of Venice become alive with "Carnivale"--a celebration before the rigors and deprivation of Lent. People from all over the world come, dress in incredibly ornate costumes and headpieces, and hide behind masks or exotic makeup.

 

Artifacts

sampleLESSON 5

Subject: Art Teacher: Stacie Mich
Topic: Masks/Our culture
Date: August 12, 2005
Grade: 8th

 

Instructional Objective:

The student, after an explanation on creating plaster masks, will create a three-dimensional mask revealing aspects of his or her personality and culture, accompanied by a reflection paper, including five supporting statements explaining the symbolic representations in the mask.

 

Content Outline:

I. Plaster Mask

a. What is Plaster of Paris.?

i. A mixture of powder and heat-treated gypsum, which can be mixed with water.

ii. Also called Gesso.

b. Preparing the materials

i. Cut Plaster Gauze. into strips that are proportionate to the size of the face

ii. Cut strips into various lengths and sizes

iii. Prepare a bowl of water big enough o dip the strips into

c. Preparing the face

i. Coat your partner’s face with petroleum jelly

ii. Make sure you work the jelly into the edge of the hairline

iii. Cover the eyelids, lips and eyebrows

d. Casting the mold

i. Dip strips into the water and wet thoroughly

ii. Gently place strips on face, starting with areas that do not cover eyes, nostrils or mouth

iii. Overlap and smooth strips as you work

iv. You may cover the eyes, nose or mouth, but make sure there is an opening to breath out of

v. When all areas are covered, let it dry for about 4 minutes

vi. Gently remove the mask

vii. You may add additional strips to finish off the mask

e. Decorating the mask

i. Once the mask is completely dry, you may paint it with acrylics

ii. Add your symbols

iii. Use any materials to enhance the meaning behind your mask

1. Shells

2. Beads

3. Raffia.

4. Fake fur or hair

Instructional Strategies:

Set:

The teacher will show students examples of student masks created in previous classes. Native American or African music will play in the background.

Body:

Following the order, depth, and sequence of the information presented in the content outline, the teacher will ask and seek answers to the following questions:

Knowledge: What is another name for plaster of Paris?

Comprehension: How does your mask compare to the masks of the Kuba people or the Northwest Coast Native Americans?

Application: What other concepts, besides personality and culture, could you address in the creation of a mask?

Analysis: Why did you choose those colors and materials?

Synthesis: Now that you have reflected on your mask, would you make any changes in your work?

Evaluation: What is the message behind your mask?

 

Closure:

The students will review the process of creating a plaster mask.

 

Assessment:

The student will create a three-dimensional mask revealing aspects of his or her personality and culture, accompanied by a reflection paper, including five supporting statements explaining the symbolic representations in the mask.

 

Materials:

Plaster Gauze., water, bowls, Petroleum Jelly., Scissors., paper towels, garbage bags, baby wipes, Acrylic Paint, fake fur and hair, Beads, Sea Shells., Raffia., Twisteez Wire., paint Brushes, paint Palettes., Tissue paper., cloth, mask examples, From Ordinary To Extraordinary. by Ken Vieth

 

Sunshine State Standards:

(VA.A.1.3) The student understands and applies media, techniques, and processes.

(VA.B.1.3) The student creates and communicates a range of subject matter, symbols and ideas using knowledge of structures and functions of visual arts.

(VA.C.1.4) The student understands the visual arts in relation to history and culture.

(VA.E.1.4) The student makes connection between the visual arts, other disciplines, and the real world.

 

ESOL Adaptation:

Strategy: Provide checkpoints for long-term assignment.

Strategy: Use group work to provide opportunities for linguistic and academic development.

 

References






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