Lesson Title: My Identity Mask: Artist:Edmonia Lewis Estimated Completion Time: 10 class periods
Overview: Through this lesson, students will demonstrate an understanding of identity through analysis of masks from various cultures as well as designing their own personal identity mask.
Discussion Questions: What is a mask? How do people use masks in our culture? How are masks used in other cultures? How do masks communicate identity? How can a mask hide identity or express a different identity? If you wore a mask to school, what identity would it display? If you moved to a new school, what mask would you wear and why?
Show-Me Knowledge Standards: FA 1: process and techniques for the production, exhibition or performance of one or more of the visual or performed arts FA 5: visual and performing arts in historical and cultural contexts CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions) H/PE 3: diseases and methods for prevention, treatment and control SS 6: relationships of the individual and groups to institutions and cultural traditions
Lesson Objectives: 1) Students will explain identity through the work of Edmonia Lewis. 2) Students will interpret his/her own identity through journaling, writing a poem, and creating a personal plaster gauze mask. 3) Students will problem-solve through designing a variety of masks with themes relating to their personal identity. 4) Students will describe uses and intent of masks from various cultures. 5) Students will apply teamwork skills to successfully help each other create a plaster gauze mask.
Tools and Materials: sketchbook, scissors, plaster gauze, Vaeline, newspaper, paint shirts/aprons, paintbrushes, acrylic paint, magazines, pipe cleaners, feathers, sequence, wires, a variety of found and collected items, hot glue guns, hot glue sticks, shallow containers for hot water, soap, washcloths
Introduction: In order to capture the attention and spark the interest in the lesson, the teacher will enter the room with a mask on. The teacher will ask students to describe their favorite costume from Halloween. A powerpoint presentation about masks will give brief historical and cultural information. Students will also compare and contrast Halloween and Day of the Dead through previous information.
Process: 1) Through the use of the SmartBoard, students will observe, analyze, and discuss the identity and work of Edmonia Lewis. Who was Lewis? How did Lewis express identity through her artwork? 2) Students will write a poem about themselves by filling in the lines as directed. 3) After writing the poem, students will view sample masks in class and online at www.artsonia.com and then design up to 4 different mask plans, each of which will display the student's identity through a main theme or idea. Reviewing of past projects and journaling will be encouraged. 4) After discussion and brainstorming of how the student perceives his or her identity, the students will create a final mask plan.
Project: After discussion and brainstorming of how the student perceives his or her identity, the students will create a final mask plan. Through a demonstration of plaster gauze mask-making, students will help each other construct a mask on their own faces or on a plastic mold. Students will analyze which materials will best interpret and build their final mask plan. At the beginning of each class period, students will discuss with the teacher the steps they will take to complete the design of their identity mask.
Assessment: Discussion and inquiry of topic, completion of poem and final mask plan, checklist of project expectations (excellent behavior, work habits, and teamwork, care and pride in work, 3-dimensional embellishment, and mask communicates identity).
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