“Who Lives in You?”
The Lion King Teacher In‐service December 8, 2010 Memorial Art Gallery Folded Mask Lesson Objectives: Students will 1. Become aware of reasons for masks in various cultures ‐ learn a little about the meaning of masks 2. Explore the expressive qualities‐ how masks are used to create moods/feelings 3. Study the characteristics of masks ‐ note design elements •
line, shape, texture, color, pattern, balance, repetition, unity 4. Create a paper mask using a variety of paper sculpting techniques ‐ relief Materials: Various mask handouts, 9" x 12" (23 x 30.5 cm) Construction Paper, assorted collage papers, Scissors, Fancy scissors (optional), Glue, Fish line for hanging (optional), Feather Assortment (if desired) Vocabulary: Symmetry, asymmetry, balance, unity, symbolism, pattern, texture, repetition, geometric, exaggeration, distortion, relief Instruction/Motivation: 1. Show students a variety of masks from various cultures (or select one culture to feature). Discuss briefly reasons and meanings of masks in cultures presented. 2. Talk about pattern, symmetry, and symbolism. Have students make notes and sketches to illustrate each of these concepts. (see handouts) 1
3. Review, basic cutting and gluing skills. 4. Guide students through how to make the basic mask shape. Demonstrate clipping the top and chin of mask and gluing to make three dimensional. 5. Demonstrate a variety of paper sculpting techniques that can be applied to mask (curling for hair ‐ folding for noses ‐ curving for eyelids ‐ crimping for hair ‐ etc) Encouraging layering colors. (Revisit the YouTube link mentioned below if you need a refresher. You can even show it to the students if that is ok at your school.) Procedures: 1. The basic form is made with a 9 x 12 inch (23 x 30.5 cm) piece of construction paper. Fold paper ‐ draw contour for mask and cut out. The paper is held vertically and then the center top and bottom is cut in about 1 ½ to 2 inches. The cut section is pulled together and glued. Encourage students to hide the fold mark in some way. 2. Students build onto the mask form considering the following: Symmetry (cut two shapes at one time ‐ cut nose and mouth with center on the fold), breaking the edge (extending beyond the contour of the mask), layering of color, and patterns. Unity is important. "Breaking the edge" is using forms that extend beyond the basic oval of the mask. This can be accomplished in a variety of ways ‐ adding horns ‐ hair ‐ beards ‐ scalloped edge ‐ geometric shapes. 3. Layer colors. For example a yellow triangle can be added to a black mask. Then a smaller red triangle can be glued in the center of the yellow one. Then a smaller blue circle can then be glued in the center of the red triangle. Use a variety of papers (see note) 4. Patterns are made by repeating lines, shapes, or a theme. An interesting pattern can be developed by using the small circles from left‐over from punching holes in paper using a hole punch. 5. Try creative folding to create 3‐D forms that can be glued to the mask. NOTE: Save every painting/drawing that students do during the year and don't want. These go into a scrap box and can be used during mask making. Old worksheets can make interesting textures too if cut up! Also encourages students to bring items from home to include on the mask. The inclusion of these can enhance the personal symbolism component. Evaluation: •
Did students show an understanding of mask characteristics in designing their own mask? •
Did students include elements of personal meaning, history, symbolism? •
Did students exhibit craftsmanship in cutting and gluing? •
Did students try a variety of paper sculpting techniques to create relief elements? •
Did students show design principles of balance, repetition, and unity in placement of colors and shapes? Lesson Expansion: Students will create a large collaborative “class portrait” mask that illustrates and communicates significant aspects of our current culture and your specific classroom/school community. The students will experiment with symbolism, and utilize the elements and principles of art, to create a design that communicates personality, interests, activities, trends, mood, feeling, or other selected content. This work should highlight their commonalities and celebrate their differences. To ensure a truly collaborative effort, each student should design and create one element for the mask. The remaining space can be filled in by group or whole class participation. 2
Resources: Quick notes on masks: 1. Discuss the topic of masks. • Who wears them? • When are they worn? • Can masks be considered art? • Can masks be used as decoration? • In what events are masks part of a celebration? o Mardi Gras o Halloween o Cultural celebrations o Customs of countries 2. 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. 3. Masks have been used in theater and dance for centuries and for many reasons. Video: Maskmaking with Paper by Peggy Flores (Crystal Productions) Prints/Samples: Mask Prints poster sets ‐ Crystal Productions Internet Informational: •
Memorial Art Gallery Website: mag.rochester.edu Unknown, Bamana Crest Mask: Female Antelope (Chi Wara) Bamana Mask; Made in Mali Wood, cane, shell, yarn and brass Gift of Isabel C. Herdle, 93.14 Collection of the Memorial Art Gallery Unknown, Senufo
Helmet Mask (Waniougo) Senufo Mask; Made in Côte d’Ivoire Wood Marion Stratton Gould Fund, 70.22 Collection of the Memorial Art Gallery •
Great compilation of mask examples from around the world: http://www.chenowith.k12.or.us/tech/subject/art/masks.html •
http://www.artyfactory.com/africanmasks. Site gives a nice overview of styles, materials used and reasons for masks of Africa ‐ shows a few examples (graphics not photos‐ but still good enough for students to get the idea) ‐‐ and there is a short quiz. The hands on project is a positive/negative space design. Look for more Mask Resources on Mask Makers Web http://www.maskmakersweb.org 3
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Instructional: •
Very detailed YouTube Tutorial on making paper masks: http://www.youtube.com/watch?v=LLS3eNAjKRo Books Spirits Speak: A Celebration of African Masks by Peter Stepan Images of outstanding African masks from the world’s leading museums and private collections reveal the splendor and majesty of these fascinating masterpieces. The Traditional Art of the Mask: Carving a Transformation Mask by Lelooska and Douglas Congdon‐Martin The masks of the Kwakiutl people of the Pacific Northwest are noted around the world for their bold colorful designs. Masks of the World Coloring Book by A. G. Smith, Dover publication Great examples of shape, pattern and decoration of masks from around the world. African Punch‐Out Masks by A. G. Smith, Josie Hazen Kids can make their own masks. The Art of African Masks by Carol Finley Exploring Cultural Traditions The Cedar Plank Mask by Nan McNutt This best‐selling series offers the only activity books that teach children about Northwest Coast Indians. Each book includes various games and activities, plus a teaching guide. Masks Tell Stories by Carol Gelber Looking at masking traditions around the world, from ancient Greece to the present day, an illustrated guide explains the use and meaning of masks and shows their relation to the structure of society. Masks! by Alice K. Flanagan A lively book that teaches children about masks of the world. Making Masks (Kids Can Do It) by Renee Schwarz Step‐by‐step instructions make the thirteen unique masks Lesson modified from plan submitted by Larry Prescott and Tracy Albert to The Incredible Art Department http://www.princetonol.com/groups/iad/lessons/elem/papermask.htm 4
COLORFUL PAPER MASKS Grade: K+ Age: 6+ Masks are a way to make kinderart faces, that lift and transport us to new and wild places. From a bird to a beast to a sad happy clown, masks make you laugh, make you jump, make you frown. Using paper and scissors and objects you find, You can make masks of all colors and kinds. Objectives: Identification: • Students will see that masks have great meaning in many cultures. Historical: • Students will have a chance to discover the importance of connecting our present day lives with the lives of those who lived before us. Creation: • Students will create a paper mask. Appreciation: • Students will learn to appreciate the art created not only by them, but by others as well. What You Need: • Heavy poster paper about 9”x12" per student (can be larger depending on what's available.) • Pencils • Scissors (and help for the little ones) • A paper stapler • Crayons • Paint • Paintbrushes & containers for water • Magic markers, feathers and other found objects • Glue • String or elastic What You Do: When making masks, take the opportunity to discuss false faces and masks from around the world. Children could even take part in a discussion about how everyone wears different "masks" from day to day ... when we are sad, happy or scared. 1. Draw an oval shape on the large piece of paper. The larger the better ... masks can cover more then just the face. Cut the oval shape out of the paper. 2. At both the top and bottom of the oval, make a 1" cut. (You will later take these cuts, fold the paper across itself and staple so the mask has some dimension). 3. Draw and cut out where the eye holes and mouth and nose holes (if any) are going to be. 4. Decorate the mask by using bright crayon colors or bright paint colors. 5. Even more details can be added with magic markers and crayons. 6. Now, where you made you made your cuts, fold the paper and staple in place. This will give your mask more dimension. 7. Glue found object decorations on the mask. Anything from feathers and string to beads and tissue paper. 8. Staple string onto the mask so it can be tied around the head. © KinderArt ® | Illustrations: Geoffrey David Slater, KinderArt ® http://www.kinderart.com/multic/cpapermask.shtml 5
A. To create a symmetrical mask, fold paper down the center. Draw one eye‐hole and half of the mouth shape on the fold. Draw the outside contour trying to have your design touch top, bottom and side as much as possible. B. Cut along the outside edge first. Then cut the mouth shape you drew along the fold making sure to cut through both layers. Use a sharp pencil to carefully poke a hole through the eye. Gently push scissors through the same hole and cut the eye shape out. C. Add details, patterns and embellishments to create the character for your mask. The Gallery’s 2010‐2011 school program is made possible by Dominion and two anonymous donors, with additional support from Hammer Packaging. Staffing support is provided by the estate of Estelle B. Goldman and an anonymous donor for the McPherson Director of Education. 6
Directions: Draw three different masks, one in each box. Use geometric shapes, abstraction, and exaggeration. Take the one you like the best and enlarge it on the back of this paper. African Masks: Traditions and Encounters Memorial Art Gallery Description: •
What things do you see in the work? Analysis: •
How was this artwork made? •
How do the visual parts relate to each other? •
What is the focal point? •
Where does your eye go next? Interpretation: •
What do you think this work is about? •
What expressive qualities do you see in this work? •
Does the work remind you of anything you have experienced?