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6th Grade African Mask Making6Grade, Subject(s)Integrated Learning Experience TitleUnit6th grade, Visual ArtAfrican MaskSocial Studies & Visual ArtAfrican Art- Mask MakingMixed Medium Art3 Dimensional Hand Building TechniqueLesson GoalsMA/CC Standards (ELA and subject)RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and toneRL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or rmational text- African Mask and Meaning African Mask Information HYPERLINK " " Arts Standards1.1Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects1.2Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3Learn and use appropriate vocabulary related to methods, materials, and techniquesLearn to take care of materials and tools and to use them safely1.5Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D – mobile and stabile forms, carved, molded, and constructed forms1.6Create artwork that demonstrates an awareness of the range and purpose of tools such as pens, brushes, markers, cameras, tools and equipment for printmaking and sculpture, and computers1.7Use the appropriate vocabulary related to the methods, materials, and techniques 1.9Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools 2.2For line, explore the use of line in 2D and 3D worksIdentify a wide variety of types of lines in the environment and in artworkFor example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3For texture, explore the use of textures in 2D and 3D worksIdentify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artworkCreate representations of textures in drawings, paintings, rubbings, or relief 2.4For shape and form, explore the use of shapes and forms in 2D and 3D worksIdentify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork2.5For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D worksIdentify patterns and symmetrical forms and shapes in the environment and artwork.3.4Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail3.5Create symbolic artwork by substituting symbols for objects, relationships, or ideas 3.6Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotionsStudents will know… (content)Learn about Mask Making from the various regions of AfricaWhere Africa is on a map & globeBoth traditional and non-traditional materials used to create African MasksHistory of African Masks (function, purpose, symbolism)And become familiar with the African people, terrain, clothing, animal life, geography, ecosystems/climate & natural resourcesStudents will be able to…(skills)Think criticallyApply what they have learned back into their academic classroom unitWork in a group to create a African MaskBecome familiar with different ways to use a variety of materials to construct a maskRecognize different types of masks (face mask, full body masks, functional, non-functional & the aesthetics of a mask)Create a mask depicting the qualities of a human, animal or element of natureCreate a folktale about their maskDiscuss their artworkPresent & Share their artworkUse art materials appropriatelyRecognize the following art vocabulary: Symbolism, Africa, Mask, Disguise, Function, Non-Functional, Purpose, Ritual, Ceremony, Dance, Full Body Mask, Terrain, Natural Resources, Color, Pattern, Beads, Shell, Bone, Textiles, Glue, Armature, Scissors, Master Artist2Assessments (note: include differentiation as needed)Rubrics / Exemplars / ExpectationsFormative Assessments: - level of engagement in the creative process and creation of the mask- Involvement in the class discussions about the informational text we read.- Reviews of content materials covered during the lesson (quick one on one check ins)- working collaboratively to come up with ideas, plans, and on artwork layout and placement materials used to construct mask structure - critique Summative Assessment-- Construct a African mask using symbolizing that represents an animal, human, or element of nature in a group of 3-4 students- Identify types of African mask and recognize pattern, color, and texture within their artwork. Recognize the method of 3 Dimensional Structure building and the application of mixed mediums to an artwork. - Provide evidence to artist’s point of view and concepts on how they depicted color, pattern, form, and use of materials to their group masks.Final Assessment/output for Open House:-Presentation of initial group mask plans and final mask construction with folktale in visual art class to discuss the process and what they learned -Second presentation back in their Social Studies classroom to make a full connection to the interdisciplinary unit on Africa, African Mask Making, and, Social Studies.-Third presentation at the school’s International Fair or Open House Event(see attached forms below)3Lesson Plan Activities (Things to include: hook, student-centered activities, 21st Century skills, writing component, good work habits)Expectations (procedures, timing) Needs (people, space, materials)DAY 1:Teacher introduces students and discusses Africa and the traditional African art form of mask making Examples of what the teacher could say about how masks can be functional, non-functional, as a disguise represent symbolism, and depicted in art: African Mask can be made from a variety of materials. Most traditional African mask were made using natural resources. The mask can be made in a variety of ways and to represent many things symbolically (nature, animals, and human beings). We will create a cardboard armature (base frame and add qualities of paper Mache, fabric, paint, beads, feathers, Styrofoam, and other recyclable objects to create your groups mask.Discuss working in groups and ways to do that successfully (teamwork, effort, collaboration, delegating roles, responsibilities to getting a good grade, making certain to meet lesson objectives)….Demonstrating first steps of project create a small scale sketch/plan of the African mask you decide on creating (add a key for color scheme, materials, and statement of what your mask will symbolize). (Example of a mask sketch with a key)(Cardboard Armatures)Teacher discusses how different types of materials, designs, colors, line, and pattern show and give emotion to different types of masks that are made from the many regions of Africa. Examples of what to say here:When a master artist carves a mask he considers the materials he uses the symbolism and purpose of the mask and materials he will use to convey this big idea and message. Teacher demonstrates the variety of ways the cardboard armature can be designed and assembled(materials, scissors, cardboard, glue, stapler, tape)Example DemonstrationCan be found online at- mins. To read the informational text article “African Masks History & Meaning” and students viewing of the African Mask Video6 mins. To discuss the informational text & the African Mask video 5 mins. To do teacher demonstration mask sketch plans 22 mins. for students to sketch their mask with the key details included 5 mins.To cleanup and return artwork to the shelf45 minutes for entire lessonTeacher & studentsVisual Art ClassroomAfrican Informational text copies for each studentArt Materials- white paper 18x24, CrayonsSharpiePencilerasersDAY 2Teacher reviews facts about Africa and the traditional art form of mask making.Teacher shares imagery of masks from the book, African Masks and begins a dialog with students about what they see, the materials they observe in the work, and what they think the artist was trying to convey. Teacher and students discuss how the master carver/ artist select his materials and use their materials to depict emotion and symbolism within his artwork of the masks.Students break into groups of 3-4 and discuss the sketch and key they created for their African Mask and begin delegate roles within the group to recreate a large scale drawing on cardboard using sharpie. Next they cut out the armature using, scissors, glue, cardboard as the base for the armature, and tape where necessary to add layers to their mask. 8 mins. To do teacher demonstration how to begin drafting and making the mask armature for the students and answers any questions that may come up about the masks construction. 30 mins. for students to create their artwork7 mins.Set artwork out to dry, Cleanup and wash hands45 minutes for entire lessonTeacher & studentsVisual Art ClassroomBook-African Masks, The Barbier- Mueller Collection by, PrestelArt Materials- Large & small pieces of cardboard, sharpie, tape, scissors, glue, stapler, paintFabricRaffiaBeadsShellsTissue paperFabricFeathersFringeribbonyarn DAY 3:Students share their group armatures with the whole class at the carpet and ask for their peer’s feedback on suggestions for materials use on the top layers of their cardboard armature. Example of what to say hereWhen the groups share their work the audience/ students viewing and listening should give constructive feedback and suggestions on possible top layer decorative material use. Keep in mind what your mask may be trying to convey or symbolize, color selection, and how materials can be added to accomplish the overall purpose of the masks you are making.For instance a student may say I think you should use yellow feathers for the beard of your lion and orange fabric strips around the parameter to give the illusion of the lion’s mane.After this discussion students gather materials and begin completing their group masks. This should be the routine until each group’s mask is done in the class.Students practice their story/script that goes along with their mask that will later be presented at the international fair and amongst their peers10 mins. Teacher recap about Africa and students share their work and get feedback30 mins. for students to create their artwork5 mins.Set artwork out to dry, Cleanup and wash hands45 minutes for entire lessonTeacher & studentsVisual Art Classroom4Presentation/Closing Activity/ProjectRubrics / Exemplars / ExpectationsStudents complete an African Mask Assessment formStudents exhibit their artwork in art class with their peers and discuss their group mask creations in the form of a critique. The critique is accomplished by asking all students to bring stools or chairs to the parameter of the carpet and each student takes a turn discussing the creative process and what they learned. Students then share their artwork during the multicultural or international fair to the entire school community and their parents. Students make connections to their social studies units and share this knowledge during the exhibit of their artwork.Ongoing Throughout the Year: Students build knowledge of art and materials used. Work on establishing use of materials and recognizing different mediums used in art. Develop an understanding of working collaboratively. Recognize different cultural art forms and their stylesPractice, play, experience, grow as artists, discuss, critically think, experiment, recognize, become familiar different cultural art from various continents, display their artwork, share their artwork at community events and are assessed on the knowledge they are retaining from visual art lessons(see attached forms below)African Mask Self Evaluation4321Peer EvaluationSelf-EvaluationTeacher EvaluationCREATIVITY2.5Easily identities elements and principles of art that apply to projectCreates an original mask uses new knowledge and skills with ties to cultural heritageCreates a mask with some effort and partial originalityCreates a mask with no real effort and copies ideas of others COMPOSITION2.5My masks shows creativity, proper use of materials Can evaluate ones work with great detail. Was innovative with material useMy mask is neatly constructed. I could have done little more with my materials useMy mask is partially well constructed and My materials use could have been pushed moreMy mask has no form and isn’t put together wellCRAFTSMANSHIP2.5Crisp form, paint or marker is applied in detail using a variety of materialsGood form that is smooth, paint and materials use has detailI used some variety of design in my mask and with materials useDisordered and messy little detail in my work and use of materialsSTUDIO TIME2.5Is engaged on task and demonstrates productivity during studio timeI used my time wisely and completed my project in a timely mannerI could have used my time more wisely to complete my mask on timeI did not use my time wisely and my work is unfinishedAdditional Comments-6th Grade African masksNameWhat did you learn was the purpose and functions of African masks?Do you think all parts of the world have a mask making technique why or why not?What are traditional materials often used in creating masks?How do you feel your groups mask creation turned out? What were the successes and what didn’t work well?How was it to work collaboratively?What does symbolism mean?Grade 6ContentResponds to, identifies and recognizes art examples of art from various time periods and cultures.Understands and can articulate about the elements and principles of design focused upon, including, line, shape, form, color, texture, value, repetition, space, balance, contrast, harmony and unity in a work of art.Demonstrates knowledge about artists, genres, styles and art movements through critique and written formats.SkillIdentifies and demonstrates age appropriate techniques in 2D mediums including collage, printmaking, painting and drawing, 3D mediums including clay, art from recycled materials and paper manipulation.Uses art tools, materials and processes appropriately and successfully(eg. Scissors, painting materials, glue, clay, recycled materials, textiles and drawing materials)Follows multi-step directions to complete a projectUses assignment specific elements and principles in creating art(shape, space, line, pattern, form, texture, balance, movement, unity, rhythm, value, emphasis, proportion, variety, )Uses appropriate art terms and vocabulary in class discussions(geometric, organic, abstract, overlapping, color wheel, tertiary form, two dimensional, three dimensional, observation)Creates art from imagination and memoryDemonstrates self-expression in their workDemonstrates skill in more formalized critiques among their peers and instructor.EffortListens attentively to directions and uses class time productivelyControls body in a safe and positive mannerParticipates in class discussionsApplies good craftsmanship to the best of their ability to their work ................
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