Lesson Plan
Latin American Folk Art Masks
Grades:
3-6
Subject Areas:
Visual Art, Social Studies and Math
Time required:
Two or three class periods
Author:
Noёl Bella Merriam
Featured Artworks:
CAT MASK, ca. 1960
Bolivia
Painted tin, 8 ½ x 10 in.
San Antonio Museum of Art, Gift of Peter P.
Cecere
2006.1.207
ROOSTER MASK, ca. 1960
Bolivia
Painted tin; 17 x 6 ½ x 11 in.
San Antonio Museum of Art, Gift of Peter
P. Cecere
2006.1.209
Objectives:
 Students will create a wearable mask inspired by Latin American folk art masks.
 Students will use symmetry to create their mask.
Discussion:
Masking is an ongoing tradition in most parts of Latin America and is deeply rooted in Pre-Columbian
periods when masks were worn for protection in battles and during religious rituals by shamans to
symbolize the spirits of powerful gods. During the colonial period, many masks were prohibited because
of their association with non-Christian ritual, but later, there were effectively used to teach Christianity
to native peoples. Today, most masks are part of dance dramas to celebrate important feast days in the
Catholic Church. - Marion Oettinger, Jr. Curator of Latin American Art, San Antonio Museum of Art
Lesson Plan
Latin American Folk Art Masks
Materials:
 mask templates
 12 x 18” cardstock (white, manila or colored)
 9 x 12” cardstock (white, manila or colored)
 pencils
 pencils
 scissors
 hole punchers
 pipe cleaners
 oil pastels or metallic markers
 optional: glitter glue and/or sequins
Process:
1. Discuss the meaning and cultural context of the Latin American folk art masks with the class.
 When and why do people wear masks?
 When and why are masks worn in Latin American countries?
 How do you feel when you wear a mask?
 What types of feelings do these Latin American folk art masks give you?
 What details did the folk artists add to make the masks unique?
2. Distribute the cardstock and allow students to select their mask template.
3. Demonstrate the line of symmetry in the masks, and how to place the folded template over the
fold in the cardstock to trace the mask.
4. Students will trace and cut the mask out on cardstock which has been folded in half. Cut out the
eyeholes by punching in the center of the folded cardstock with a hole puncher first, and then
cutting out the eyehole.
5. Once the cutting is done, open the mask and begin to decorate it.
6. Use smaller pieces of cardstock for details such as a beak, horns, tongue, or crown.
7. Add details with oil pastels or metallic marker.
8. Punch holes for the pipe cleaners and attach one on each side of the mask for wearing.
9. Optional: decorate the masks with glitter glue and/or sequins.
Extensions:


Display the masks on the bulletin board or in the hallway.
Advanced art students can use sheets of tin to create their masks.
TEKS
§117.14. Art, Grade 4.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students
respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.(4.1) Perception. The student develops and organizes ideas from the environment. (A) communicate ideas about self,
family, school, and community, using sensory knowledge and life experiences; and (B) choose appropriate vocabulary to discuss the use of art
elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and
unity.(4.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate
skill: (A) integrate a variety of ideas about self, life events, family, and community in original artworks;(4.3) Historical/cultural heritage. The
student demonstrates an understanding of art history and culture as records of human achievement. student (A) identify simple main ideas
expressed in art; (B) compare and contrast selected artworks from a variety of cultural settings; and (C) identify the roles of art in American
society. (4.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others (A) describe
intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by
peers and others.
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(a) Introduction Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish
settlements and missions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary
Lesson Plan
Latin American Folk Art Masks
source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local
topics should be included. Motivating resources are available from museums, historical sites, presidential libraries, and local and state
preservation societies.
§117.32. Art, Grade 6.
(c) Knowledge and skills.(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A) illustrate themes from direct observation, personal experience, and traditional events; and(6.2) Creative expression/performance. The
student expresses ideas through original artworks, using a variety of media with appropriate skill. A) express a variety of ideas based on
personal experience and direct observations;(B) describe in detail a variety of practical applications for design ideas; and(C) demonstrate
technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, (6.3)
Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. (A)
identify in artworks the influence of historical and political events;(B) compare specific artworks from a variety of cultures.
§113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012.
(15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is
expected to: (A) define culture and the common traits that unify a culture region;(18) Culture. The student understands the relationship that
exists between the arts and the societies in which they are produced. A) explain the relationships that exist between societies and their
architecture, art, music, and literature. TEKS
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