Three Paper Maché Mask Lessons

Submitted by: Larry Prescott, Madison Middle School, Rexburg, Idaho
Unit: Sculpture - Mask Making
Grade Level: Middle school (suitable for elementary)
Animal Masks for Elementary
Alternate Lesson by Lotte Petricone Clarkstown Central School District

 

Objectives:

1. Students will gain an awareness, appreciation and understanding of the uses of masks in many cultures through time.
2. Students will show an understanding of characteristics of masks - exaggeration, distortion, symmetry (although some very interesting masks are not symmetrical - Iroquois False Face for example)
3. Students will create a sculptural mask using paper mache - exhibiting craftsmanship in applying layers
4. Students will exhibit craftsmanship and creativity in completion of mask details/embellishments and choice of finishing.

 

Vocabulary:

Abstraction - distortion - exaggeration - ritual - ancestor mask - false face - sculpture - relief - addition/paper mache - adornment - symmetry

 

Construction paper finish	Sanded tempera finish	Decorating ideas

 

Materials:

Gallon milk jugs - faces cut off, newspapers, flour paste (Wheat Paste or Ross White Glue could be used), plastic dishes, Plastilina Modeling Clay (optional -see note below), Aluminum Foil, Shreddi mix (I was unable to find this product. An alternate would be Celluclay Instant Papier Maché), brown paper toweling end rolls (if available), Construction Paper scraps, White Glue and Brushes (Tissue paper could also be used), Tempera Paint - Brushes (Acrylic Paint could be used), sand paper, brown Shoe Polish feathers, fake fur, Beads, horse hair, Raffia
Alternate: Use plastic mask forms.

 

Resources:

Private collection of masks (Amazon has many Tribal Masks) - Assorted Mask Prints (see also Crystal Productions) - teacher made PowerPoint or slides - books (See below) - handouts of masks from various cultures.

 

Books

Maskmaking - This book covers everything from simple variations on brown paper bags to bal masqué designs, plaster and plasticene molds.

Great Papier Mache: Masks, Animals, Hats, Furniture - Copp shows how to make a range of colourful and fun items from face masks for theatre work to hats and cats, a giraffe and camel, a life-size throne, and a working grandfather clock. Clear step-by-step photographs guide you through each stage.

Papier-Mache Today - All forms of papier-mâché construction are discussed and there is an extensive section on finishing techniques. The beautiful results of this satisfying craft are conveyed by color photographs on each page.

 

Internet resources
Native American Art - See also Mexican Mask links on Paper Mache Head lesson plan. See Dance Masks from Mexico | Masks from Nepal | Javanese Masks | Masks from Bali

Here is a good African Mask site for kids to explore:
http://www.artyfactory.com/africanmasks/index.htm

Lisa Mitchell - a Getty list member - did a nice Web Quest:
http://www.gaston.k12.nc.us/resources/teachers/webquests/Safari/index_masks.htm (Archive)

Excellent Interactive Site: Another Face: Masks Around the World Interactive site with games and activities.

For Masks Around the World see:
Look for more Mask Resources on Mask Makers Web http://www.maskmakersweb.org | 42 eXplore

For African Art: Students would LOVE to listen to Madafo while they work!
http://www.cdbaby.com/cd/madafo
Madafo's home page (You can order the song from Amazon)
http://www.madafo.com
You can also buy his book, The Greedy Hyena on Amazon.

Instruction/Motivation:

1. Show PowerPoint presentation (or slides) to introduce mask making. Discuss, in limited detail the cultural aspects of the mask - reasons for making masks - types of masks. Concentrate heavily on the visual details that make a mask interesting and enjoyable to look at it. Present examples of masks - both actual masks from personal collection and paper mache examples.

2. Demonstrate steps to making the mask - focusing on craftsmanship of paper mache addition - keeping layers smooth. Demonstrate methods of sculptural relief to change form.

3. Demonstrate various finishing techniques - applying construction paper collage (or tissue paper) - painting.

4. Present a variety of embellishments to finish mask

Note: Larry lived in Japan for 5 years and traveled throughout Asia. He collected masks along the way and loves to share the allure of masks with students. Students benefit from seeing the actual masks from Larry's collection.

 

Teacher Preparation:

Cut face off of gallon milk cartons with utility knife - handle side may be used too. Have one per child. These can be reused year after year. Larry mixed flour and water for paste. Thinned Elmer's Glue or Wood Glue is a good alternative.

Procedures:

1. Make sketches of ideas for mask on newsprint - take notes during PowerPoint/slide presentation. Decide which side of milk carton would work best for your design. Handle side can be used too for interesting effects. Handle can be the start of the nose with the impressions indicating where the eyes would be.
   

2. Tear newspapers into strips (have plenty ready for students to start). Dip into flour and water paste - smooth off excess (See some recipe options (Archive) - Additional recipes for paper mache paste). Layer strips of newspaper on the form until it is strong enough to add features with Shreddi-mix paper pulp (Note: Susan - elementary teacher from Long Island - builds up the mask first with plasticine clay. This is then removed once mask is pulled from the mold. Aluminum foil may also be used to build up features - and works great for horns). Go beyond the form of the milk jug.
   

3. When Shreddi mix (or other pulp - Celluclay Instant Papier Maché works well, too) is dry, layer everything with another layer newspaper strips - or brown paper toweling. Some recommend using white newsprint. Brown paper bags soaked in water also make a good final layer.
   

4. When dry - sand mask with sandpaper.
   

5. Give choices for finishing - paint with tempera or acrylics - OR tiny pieces of torn construction paper can be applied to the surface using a white glue glaze. This technique is very time consuming but produces a unique surface look. See orange mask example. Torn or cut tissue paper applied with gloss medium is also a nice finish.
   

6. If the masks are painted with tempera, a rub-down with brown shoe polish creates an aged patina that I really like. The surface can then be buffed. Also, two colors can be layered and then sanded to expose small amounts of the underlying color for an interesting surface. See sanded color example. If a student opts out of the shoe polish look, an acrylic glaze is an effective final treatment.
   

7. Embellish with Beads - feathers - fake fur - buttons - shells - horse hair - raffia - whatever you have on hand.

Note: This project can be made cost free using donated and recycled materials. Miss-matched house paint may often be obtained for free or minimal cost from paint stores.

 

Alternate Approach- Paper Mache over a Newspaper Hump:

Paper maché on balloon is doable - but frustrating. The balloons will constantly want to roll over (from the uneven weight of the paper maché). You can have Cool Whip dishes to support the balloon while applying layers of paper maché (or Plaster Gauze). It is so much easier to do them on a newspaper hump. I would cover the hump with foil so the mask will pop off easily when they are done (a touch of Vaseline won't hurt). Here is an idea that is very doable. Use heavy duty foil to make a mold of the student's face (students can work in pairs). Stuff the nose area and chin etc with wadded up newspaper - or paper toweling - then place the foil mask over the newspaper hump. That way there is a bit of the student in the mask form.

Mask shown at left if by Christian Vredenburg 7th grade student at Century Middle School, Carthage, NC Christian researched African masks on line - looking at various cultures and made notes of characteristics. She made her own African style mask using this lesson plan and newspaper hump.

Evaluation:

1. Did students exhibit an awareness/understanding of masks from various cultures?

2. Did students integrate planning into their own mask design - showing characteristics of masks from various cultures? Did students break the form with added sculptural relief?

3. Did students exhibit craftsmanship in applying layers of paper maché?

4. Did students exhibit craftsmanship and creativity in finishing their mask and applying embellishments?

Alternate Idea using milk jugs:

I have seen some wonderful masks made like the Iroquois and Seneca corn husk masks. See Iroquois mask. Students put a layer of paper maché over the mold - then construct the mask with braided brown paper toweling. A braided ring is made around each eye opening. Cheeks are made from coiled braids - Nose is a braided shape. The entire surface is covered by dipping the braided toweling into the paper maché paste. Torn and cut "fringe" is added around the edge when dry. Another relatively "no cost" project when end rolls are saved by the custodians.

 

Animal Masks for Elementary Big Creek Elementary Middleburg Heights, United States

by Christopher

These masks are sure to bring a smile to your face! - And so easy to do. It looks like they use Chinette paper plates (or some kind of plate) as a base -then build up the muzzle (on many of them - some are flat). Cardboard ears/horn are added. Paper maché all.  You could paint with tempera or acrylic. Yarn is added all around for a very festive look. I have wondered what kind of masks those paper plates would make that have the molded ears already.  My grocery story carries those (Judy Decker). NOTE: Image used is copyrighted. Artsonia site allows its use for this purpose - as a teaching tool for non-commercial use - for education.

 

From Vicki Patterson, Wales Elementary, Wisconsin

I've done a similar lesson with my 1st grade or Kindergarten students. They take an annual field trip to the zoo, and it's a great way to introduce the little ones to paper maché. We turn the chinet plate "upside down" and tape one balled-up piece of newspaper on top... then maché. Most kids don't decide what animal they are making until the paper maché dries, then they decide what animal is "reaching out to them". Those who want a longer snout just tape an additional ball of paper on after the first dries and add more paper maché. (Note from Judy: You could add animal symbolism to this lesson - see meanings of animals in various cultures).

 

Paper Maché Artists Links

Karen Filippelli Abbo
http://www.antwerksstudio.com/
Masks:
http://users.adelphia.net/~antkar/masks.htm (Archive)
Look like this artist builds her own form to construct the masks. Try using a hump of newspaper - adding wads of newspapers to build up features - and aluminum foil too. Your finished masks will pop off of the Aluminum Foil when done. Save the paper humps to use another year - or just pitch. Jazz Hound is my favorite animal of hers:
http://users.adelphia.net/~antkar/figculpt.htm (Archive)
See Jungle Painting for a very Chagall type feeling:
http://users.adelphia.net/~antkar/figurativeptgs.htm (Archive)
I found her link on the following page:
http://www.papiermache.co.uk/gallery/artist/29/
Looks like it is a good stop to find contemporary artists.

Antwerks Studio

http://home.roadrunner.com/~antkar/index.htm

Also check out paper pulp/cast paper sculptures: Jagdish Chintala from India

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Teacher: Lotte Petricone
Activity/Unit: Masks – Plaster & Paper Mache 2005
Grade: Middle School

Lesson Objectives:
1. Students will understand the place of masks in various cultures
2. Students will use a ritual, holiday or theme of importance from their own life as inspiration for the mask
3. Students will make a planning sketch of their mask
4. Students will create a mask using cardboard construction, plaster and paper mache

Rationale for Teaching Lesson:

To create a mask to be "used" in a ritual, holiday or theme of importance from their own life.

 

New York State Learning Standards:

Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual to other works and to respond to other aspects of human endeavor and thought.

Standard 4: Students will develop and understanding of the personal and cultural force that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

How the Standards are addressed in this lesson:

Standard 1: Students will use a ritual, holiday or theme of importance from their own life as inspiration for the mask they construct

Standard 2: Students will use a variety of materials to create a 3-D mask: cardboard, wire, plaster, newspaper, Acrylic Paint

Standard 3: Students will look at and discuss in a variety of masks: construction and materials, design and meaning

Standard 4: Students will understand how masks have been used in their own and other cultures and times.

Lesson Procedures: Lesson Segments:	Materials:
1. Look at and discuss masks, construction, use & meaning in various cultures using a PP presentation. Discuss rituals & celebrations in our culture, and have students focus on one that is important to them as inspiration for the mask	1. PP presentation, photocopied handouts
2. Sketch ideas for mask	2. Drawing Paper
3. Construction – cardboard cylinder, newspaper wrapped wire, cardboard	3. Cardboard
4. Plaster	4. Plaster Gauze, water containers
5. Paper Mache & celluclay	5. Newsprint, paper mache paste, Celluclay Instant Papier Maché
6. Paint with Acrylic Paint & medium washes	6. Medium, Acrylic Paint, cheap Brushes
7. Artist Statement – Use existing lesson plan	7. Xeroxes of statement & lesson plan

Segment 1: Mask discussion (1 class) Teaching Style: SWBAT look at and discuss masks from around the world. Guided Practice – Using PP, look at and discuss masks and their cultural uses, filling in handout as we go. List various rituals & celebrations discussed, then American uses for masks, leading students to focus on one as inspiration for the mask. Ind. Practice – Finish handout. Assessment Method: Verbal Modifications:	Segment 2: Sketch ideas (1-2 classes) Teaching Style: SWBAT sketch ideas for the mask. Guided Practice – Look at demo mask & construction, discussing some possibilities: color, facial expression and shape and power of communication. Ind. Practice – Begin sketches Assessment Method: Verbal Modifications:
Segment 3: Construction (1-2 classes) Teaching Style: SWBAT construct the basic shape of the mask. Guided Practice – Demo construction: Discuss artist choices of size and shape. Roll cardboard against the edge of the table to create a cylinder, tape edges. Trace the end to make a top and tape on. Discuss ways to make the features using oaktag and cardboard. Add newspaper to build up features Use wire wrapped in newspaper for appendages Ind. Practice – Begin construction Assessment Method: Verbal Modifications:	Segment 4: Plaster (2 classes) Teaching Style: Guided Practice – Demo plaster technique: Using pre-cut strips, layer carefully, smoothing out and overlapping pieces. Ind. Practice – Begin plastering Assessment Method: Verbal   Modifications:
Segment 5: Celluclay & Paper Mache (2-4 classes) Teaching Style: SWBAT add 3-D features to the mask with celluclay. SWBAT add a paper mache layer to the mask. Guided Practice – Demo celluclay and how it can be used. Demo paper mache: Use large pieces for large areas, and small for small areas. Carefully paper mache around small areas! Ind. Practice – Begin celluclay, then add paper mache layer Assessment Method: Verbal Modifications:	Segment 6: Paint mask Teaching Style: SWBAT paint the mask using acrylic paint washes Guided Practice – Demo acrylic washes adding medium. Stress the building of layers to create the finished pieces. Discuss opaque paint in some places to create contrast. Demo using correct brush sizes or detail and large areas. Ind. Practice – Begin painting. Assessment Method: Verbal Modifications:

 

Assessment: Student Reflection

Reflections... Masks

Name:

Homeroom:

Date:

 

Title of Art work (optional):

1. Describe the project you just finished. (Include: What you made, what it is about, what materials you used (the medium), how you made it, and what art we looked at.)

2. Describe one new thing you learned through making this mask, or looking at and discussing the masks from various cultures.

3. Describe how you have communicated a specific idea through making this mask.

4. Describe what you enjoyed the most about this project and the least.

5. If you were to do this project again, what might you change to make it more successful?

 

Assessment: Rubric

Rubric for 7th Grade Masks Project

Name: Period: Project Grade:

 

Excellent 90-100	Good 75-89	Adequate 65-74	Unsatisfactory 55-64
Artist has planned the mask by making a very clear color sketch and it has been handed in with the mask	Artist has planned the mask by making a color sketch and it has been handed in with the mask	Artist has planned the mask by making a color sketch, but it is not that clear what the artist's intentions were, and it has been handed in with the mask	Artist has planned the mask by making a color sketch, and it has NOT been handed in with the mask
Uses collage materials very firmly taped to the mask to make the features of the mask very 3-D	Uses collage materials somewhat firmly taped to the mask to make the features of the mask very 3-D	Uses collage materials taped to the mask to make the features of the mask, BUT they are kind of falling off, and they are not very 3-D	Uses collage materials taped to the mask to make the features of the mask, BUT they are falling off and don't support the paper mache very well, and/or not 3-D – they have gotten buried under the layers of paper mache
Applies paper-mache by overlapping small pieces of newspaper at least 4-5 layers, and all the little edges are down and the surface is smooth	Applies paper-mache by overlapping small pieces of newspaper at least 4-5 layers and the little edges are down and the surface is pretty smooth	Applies paper-mache by overlapping pieces of newspaper at least 3 layers and some of the little edges are down, but many are up, and the surface is not that smooth	Applies paper-mache by overlapping pieces of newspaper at least 3 layers and some of the little edges are down, but many are up, and the surface is not that smooth
Painted the mask by painting the larger areas first and then carefully and neatly adding details	Painted the mask by painting the larger areas first and then pretty carefully and neatly adding details	Painted the mask by painting some of the larger areas first and then adding details, but the painting is not that neat in the details	Painted the mask by painting the larger areas and the small details at the same time, and the result is a sloppy look and mixing of paints that are not intentional
Color has been mixed to create various values and hues – not used straight from the bottle	Color has been mixed to create various values and hues in most places - not used straight from the bottle	Color has been used straight from the bottle in most places - not mixed to create various values and hues	Almost all the color has been used straight from the bottle - not mixed to create various values and hues in almost any spots
Details have been added to the mask and are glued on very firmly	Details have been added to the mask and are glued on pretty firmly	Details have been added to the mask and are not glued on very firmly	Details have been added to the mask and are falling off, or have not been added at all
The artist has completed a thoughtful, honest, clearly and neatly written reflection on the art project	The artist has completed a somewhat thoughtful, pretty neatly written reflection on the art project, but the writing could have been expanded somewhat	The artist has completed a written reflection, and/or it is not very thoughtful, or somewhat sloppy in appearance	The artist has not completed a written reflection, or it is clearly not thoughtful, or very sloppy in appearance

 

National Standards

 

1. Understanding and applying media, techniques, and processes	2. Using knowledge of structures and functions	3. Choosing and evaluating a range of subject matter, symbols, and ideas	4. Understanding the visual arts in relation to history and cultures	5. Reflecting upon and assessing the characteristics and merits of their work and the work of others	6. Making connections between visual arts and other disciplines
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	Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work	Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks	Students know and compare the characteristics of artworks in various eras and cultures	Students compare multiple purposes for creating works of art	Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas	Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas		Students describe and place a variety of art objects in historical and cultural contexts	Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry	Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
	Students select and use the qualities of structures and functions of art to improve communication of their ideas		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	Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

 

Standard 6 can be covered with this lesson - bring in dance, music and drama - as well as social studies.