Project/Unit description/Expedition: Students will be exploring the purpose of masks, and how decoration, shape, and texture play a role in conveying that purpose. Students will be taking inspiration from masks of different cultures to design a mask of their own.
Essential Understanding. Artists observe masks of different cultures to explore purpose in design. Artists explore purpose to create a work of art. Inquiry/Learning target.
Given prompts students will be able to create sketches that represent purpose behind their design.
Given examples of artwork, swbat discuss what the difference between different cultures masks, and why they might have been made. (Japanese, Inuit, Native American, Chinese, African, and Italian.)
Key Concept(s). Observe,Create ,Purpose,Culture
Skill(s). Ideation, Planning, Compare and Contrast
Art Focus. Students will discuss purpose and design between different cultures masks. Students will then take inspiration from those masks, to create purpose within their own work. Literacy Focus. Students will be given prompt worksheets to explore how they will portray purpose within their own masks. Worksheet will break down students planning into purpose, elements, and examples.
Documentation:
The student decided to make a mask that would only cover half of her face. "I wanted to make a mask that looks like this one!" She stated as she pointed to an example of a Mardi Gras mask we had brought in as an example. "I want to wear this to parties!" Both the Mardi Gras mask and her mask are meant to be festive. She is also using color "to ward off evil spirits."
This student has decided that when he wears his mask he "wants to channel the power of nature." When asked how he is going to accomplish this he responds by "having camouflage and nature elements."
One student while contemplating over how to make her mask stated, "is it okay if I could make multiple masks?" I asked why she wanted to more than one, her response was, "well they all mean different things to me. I want one that I can wear to parties that is really bright, and has lots of decorations. Then I want one that will let me hide away from everybody."
This is an example of ours students preliminary sketches and ideation process for mask building. She is making artistic decisions based on the purpose and function of her mask.
This student described how he wants to "ward away evil spirits with his mask." I asked what elements of the mask show this? His response was that the "large mouth was to frighten the evil spirits, while the red and black decorations were meant to show anger."
Our students were prompted to have purpose behind their mask creation. This student is exploring how she can add elements of her own identity and interests into a mask.
This is an example of how are our students are thinking about functionality of masks. She has created two masks that have a backstory and purpose. She is showing an effective understanding that masks can have different form and function. She is showing sketches that have purpose behind her masks.