(Un)masking Identity

Brenna Crothers February 2nd, 2013 (Un)masking Identity Introductory Information

Lesson Title: (Un)masking Identity Grade Level: 6th Class size of 25-30 kids. 8 fifty minute class periods Lesson Topic and Description: This lesson teaches students to visually articulate the big idea of Identity through mask making. Students explore identity in a variety of exercises and games, developing at least 3 different masks that they wear in their life. From these conceptual masks, students develop an abstract sculptural mask that represents aspects of their personality.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: Identity encompasses personality traits. Personality traits can alter when with different people. Artists reflect on their personal identity when creating meaningful works of art. B. ESSENTIAL QUESTION: What is Identity? How do people show their identity? How is identity reflected in art?

Students participating in the label game activity.

C. STATE STANDARDS ADDRESSED: Learning Standard 1: Media, Materials, & Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to visual arts. Learning Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. D. LEARNING OBJECTIVES: Students will engage in discussion of Identity and the different masks they and others may wear in different settings. Students will complete a worksheet explaining three of the masks they wear in their life and how those masks affect their lives. Students will design a sketch of an abstracted mask that represents the different personality traits they make up.

Students will create an abstracted representation of their identity in a mask. Students will use recyclables and paper mache to develop the features of their mask. Students will apply tissue paper to decorate and complete their mask.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: A successful example of this product will be an abstract sculptural representation of their identity. This will be constructed out of newspaper and recyclables. This mask should include features that represent individual students identity in an abstract manner that can be defended in an artist statement. The mask will be decorated in different color tissue paper in an aesthetically pleasing manner that demonstrates students basic color theory knowledge. B. CONTINUUM OF ASSESSMENTS: Students will participate in a Label Game activity where each student receives a label such as: tough guy, cool kid, sad, happy, angry etc. taped to their head by the teacher. The students will interact and treat each student according to the label on their forehead. The students will then participate in a post activity discussion about how it feels to be treated according to the label that was on their forehead. The students will be lead in a discussion and introduction on Identity. They will discuss the changing role of personality traits when in a different settings. Students will complete a worksheet explaining what Identity is and three of the masks they wear in their lives. Students will then design a sketch of the mask they want to create labeling the features of the mask that represent the different conceptual masks. Students will complete a mid-project worksheet checking in with their objectives. Finally students will complete a self-assessment at the end of the project. C. CRITERIA: Did the students participate in the label game activity? Did the students contribute during group discussions? Did the students complete the Identity/Mask worksheet? Did the students design a sketch of their mask that included features representing three of the conceptual masks they wear in reality? Did the students complete a mid-project worksheet?

Did the students effectively abstract their identity? Did the students create a mask that is structurally strong? Did the students utilize recyclables in successful manner to further abstract and intensify certain features of their masks. Did students utilize tissue paper in a way that demonstrated some basic color theory knowledge? Did the students participate in Objective check-ins? Did students complete self-assessment worksheet?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: Newspaper Markers, Pencils Sketch Paper Tissue Paper Masking Tape (3 rolls at least) Paper Mache Paste Recyclables Buttons Yarn B. VOCABULARY WITH DEFINITIONS: Identity: the distinguishing character or personality of an individual. Mask: a cover or partial cover for the face used for disguise. Label: one attached to a document to hold and appended seal. Abstract: disassociated from any specific instance. Conceptual: of relating to, or consisting of concepts. Sculpture: the action or art of processing (carving, modeling, or welding) plastic or hard materials into works of art. Negative Space: the space around and between the subject of an image. Positive Space: space that is occupied by an element or form or subject. Hollow: an unfilled space Organic Shapes: things pertaining to living organisms. Recycle: to reuse or make available for reuse. C. VISUAL IMAGE RESOURCES: Biro, Y. (2011, July 21). Reconfiguring An African Icon: Odes To The Mask By Modern and Contemporary artists from three continents. Now at the MET. Retrieved from http://www.metmuseum.org/about-the-museum/now-atthe-met/Features/2011/Reconfiguring-an-African-Icon-Odes-to-the-Maskby-Modern-and-Contemporary-Artists-from-Three-Continents
Mask base being built up with newspaper.

A. TEXT, MEDIA AND WEB RESOURCES: Dictionary. In (2013). Merriam-Webster an Encyclopedia Britannica. Merriam-Webster Incorporated. Retrieved from http://www.merriamwebster.com/dictionary/recycle Biro, Y. (2011, July 21). Reconfiguring an african icon: Odes to the mask by modern and contemporary artists from three continents. Now at the MET. Retrieved from http://www.metmuseum.org/about-the-museum/now-atB. TEACHER INSTRUCTION: Day 1: The teacher will begin the first class with a label game activity, the teacher will explain the game and then assign students a label to their forehead with masking tape. The teacher will facilitate a post activity discussion. The teacher will lead a discussion on Identity. The teacher will demo a worksheet on Identity. The teacher will provide the students with a worksheet that requires students to demonstrate their knowledge on identity. The teacher will then explain the objectives of the mask-making project. The teacher will demonstrate to students how to Curl, Romaulde Hazoume, 1962 complete a design of their abstracted mask from the worksheet they just completed. The teacher will provide students with paper to design a sketch of their abstracted mask. The teacher will explain that the mask needs to include features that represent at least three conceptual masks that students wear in real life. The teacher will assist students as needed. Day two: The teacher will write class itinerary and objectives on the white board. The teacher will review the objectives of the mask making identity project. The teacher will demonstrate how to complete the base of their mask using newspaper. The teacher will assist students as needed during student work period on their masks. Day three: The teacher will write class itinerary and objectives on the white board. The teacher will begin a brainstorming activity at the start of class providing each student table with recyclables, asking students to come

up with different facial features and personality traits that the recyclables could represent. The teacher will demonstrate to students how to complete their mask base. The teacher will check in with students as students finish their mask base. If time provides: The teacher will perform a mid-class demo of how to use recyclables and manipulate newspaper for facial features. Day Four: The teacher will write class itinerary and objectives on the white board. The teacher will perform an overview of the assignments objectives answering any questions as needed. The teacher will demonstrate how to apply the recyclable features to the mask. Day Five: The teacher will write class itinerary and objectives on the white board. The teacher will introduce mask artists: Romaulde Hazoume and Willie Cole. The teacher will give students a mid-project worksheet checking in with their objectives. The teacher will check-in with students helping students to select recyclables. The teacher will demonstrate how to apply tissue paper to masks. Day Six: The teacher will provide one more final work-day for students to complete masks. The teacher will provide a selfassessment for students to assess their masks.

QUESTIONS TO GENERATE DISCUSSION: Do you always like the way people treat you? Do you think that some people treat you Completing the base of the mask. differently because they assume you are a different person then you believe yourself to be? What is identity? What are masks? What are conceptual masks?

Do you wear masks in different aspects of your life, such as at school, playing sports, with your family? C. LEARNING ACTIVITY: Day 1: The students will participate in a label game activity in which students receive a label taped to their forehead with masking tape. The students will treat each other according to what the label on their forehead says. Students will not know what their own labels say. Students discuss the activity after finishing it. Students will participate in a discussion of Identity. Willie Cole, Wind Mask, 1991 The students will complete worksheet that that enforces their knowledge of Identity and their own individual identity. The students will complete a sketch of their abstracted mask design based off of the worksheet they just completed. The students mask design will include at least three facial features that represent different conceptual masks they wear in real life. Day two: The students will review the objectives of the mask making identity project. The students complete the base of their masks. Day three: The students will participate in a brainstorming activity at the start of class coming up with different facial feature representations from the recyclables provided at their tables. The students will complete the base of their mask. Day Four: The students will add facial features to their masks using available recyclables. Day Five: The students will observe a power point presentation of contemporary mask artists: Romaulde Hazoume and Willie Cole for inspiration. The students will complete a mid-project work sheet. The students will finish applying recyclables to face. The students will apply paper mache masks.

Day Six: The students will finish their mask by applying tissue paper for color. The students will complete a self-assessment for their masks.

Note: This schedule is adjustable depending on how long it takes students to complete each phase of the project.