5 sessions; 90 minutes per session

Students will create a plaster mask showing a positive personality trait

examples of masks from different cultures and time periods
mask molds
aluminum foil
plastercraft
joint compound
acrylic paint
paintbrushes
water containers
palettes (paper plates)
tape
newspaper
scissors
glitter, feathers, other ephemera

Need these materials? Visit Blick!

Teacher shows examples of masks from different times and cultures and discusses with students why masks have been created in different times and cultures.

Students discuss in small groups how they have used masks and reasons masks are used in todays culture.

Students research different mask ideas and sketch ideas of how they can show what they feel is a positive personality trait

Teacher demonstrates how to cover mask mold with aluminum foil and how to apply 3 layers of plastercraft to mold - cut into small sections. dip in water, apply to mask and smooth with wet fingers.

Students apply plastercraft to their masks. Let dry for 24 hours.

Teacher demonstrates how to add additional details to the mask base with wadded newspaper and tape (horns, noses, etc) and then cover with additional plastercraft. Students add any details they want and cover with additional plastercraft. Let dry.

Teacher demonstrates how to add a layer of joint compound over the pastercraft and smooth with wet fingers to cover up the imperfections of the plaster gauze. Students apply joint compound and smooth. Let dry for 24 hours.

Students plan how they want to paint their masks and begin painting. Students paint details and add glitter and other ephemera as they see fit.

Did students create a mask that is stable and solid (3 layers, not falling apart)

Did students add joint compound and smooth it out to create a smooth surface for painting?

Did students paint details on mask and create a mask that shows a positive personality trait?

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

African Art, Ancient Greece, Art Nouveau, Surrealism

Emphasis, Proportion/Size, Shape, Texture, Unity/Harmony

Mixed Media, Paper Mache, Plaster

English/Language Arts, History/Social Studies, Multicultural Studies, Performing Arts