Sarah DeWitt Brooks- Artist Teacher
Third Grade- Mythological Masks
Curriculum Connection: 3rd Grade Social Studies
Category: SCULPTURE-CUT PAPER
Concept: Imaginative Thinking
Components: Texture, Color, Shape, Balance, Symmetry
Objectives:
Itinerary/Strategies
1. Check for Understanding- Questioning: Ask students to tell you what masks are and what they are used for in our country. Also ask students have learned about masks in other countries and how they are used there.
2. Focus on the Reproductions- Directed Looking: Show images of Chinese masks to students. Explain that in China, masks are often used in performances. Chinese animal masks and opera masks are frequently used when people are portraying characters in a familiar myth. Ask students if they are familiar with the Chinese lion dance during the Chinese New Year celebrations.
3. Storytelling- Sharing a Myth: Share the following story with students:
"A long time ago a strange creature appeared in China and horrified and ate men and animals. The fast and fierce creature was called 'nien' (or 'nian'), which sounds like the Chinese word for 'year'. Neither the fox nor the tiger could fight the 'nien' effectively and in despair the people asked the lion for help. The lion shook his mane, rushed towards the creature and wounded it. The nien hurried away with the tail between its legs. But it announced to return for taking revenge.
A year later the nien did return. This time the lion couldn't help the people. He was too busy with guarding the emperor's gate. So the villagers decided to do the job themselves. Out of bamboo and cloth they produced an image of the lion. Two men crawled inside it and approached the nien. The 'lion' pranced and roared and the monster fled away again. This is the reason why on the eve of the Chinese New Year, lions always dance. They are frightening evil away for yet another year."
From http://home.worldonline.nl/~rlion/llniene.htm
4. Present the Problem- Review Checkpoints: Explain that we will be creating our own masks to frighten away a fierce creature. If we were trying to frighten away the nien, what sort of fantastic creature would we create? Review the Lesson Chart and the objectives of the lesson. Clarify all requirements with the students.
5. Teach Skills- Direct Instruction: Demonstrate to students how would begin t create a mask covering the following steps:
6. Guide Students' Work- Independent Practice Time: Once all students have completed the basic mask construction everyone may begin to create the facial features of their imaginative creature. Remind students to hold each piece until it is glued securely to their mask, or pieces may be lost. Remind students that they must complete each of the requirements from the lesson chart before their mask is complete.
7. Clean-up- Direct clean-up: Ask a student volunteer from each table to assist with clean up-(Collect masks from each table, Straightening Scissors and Glue Glue, Gathering Pencils and Erasers, Two piles of paper- Large pieces-center of table, Small Scraps in scrap box) All supplies should be put back where they were found at the beginning of the class period.
8.Closure- 3-2-1: As students finish cleaning up and prepare to leave the room, ask for student volunteers to name - 3 paper techniques they intend to use, 2 things they learned about masks, and 1 thing they hope to achieve as they finish their masks.
9. Second class period- Review lesson requirements, ask students to supply a review of the previous class. Distribute materials, and instruct students to continue working on their masks. Remind students that they must include three or more 3D paper cutting techniques, good craftsmanship in construction, and an imaginative creature- their creature may be a composite of various animal parts, but it may not be a single animal, such as a lion or bear!
10. Closure- Volunteer Share: Ask students to hold their masks up in front of their faces and look around the room. Ask a few students to select one of the masks that they like the most and have them describe why.
Evaluation Criteria:
- Ancient China
- Translate visual awareness of people, places, objects and experiences into own art.
- Collaborate with others when making art by contributing information, suggestions and opinions.
- Use paper sculpture techniques including creasing, pleating, spiraling, and rolling to make a mask.
Category: SCULPTURE-CUT PAPER
Concept: Imaginative Thinking
Components: Texture, Color, Shape, Balance, Symmetry
Objectives:
- Students will become familiar with a variety of Chinese masks.
- Students will discuss how we use masks in the United States and compare this to how masks are used in other countries.
- Students will create a mask of an imaginative creature using three or more 3D paper sculpting techniques.
- Students will share their masks with the class, discussing which they like the most and why.
- 12x18" construction paper in a variety of colors
- Pre cut construction paper in a variety of sizes
- Scissors
- Glue
- Stapler or Tape(for fastening back of mask)
- Chinese mask images
- Chinese New Year myth
- 3D Paper Techniques Chart
- Imaginative
- Myth
- Paper sculpture
- Composite Animals
- Craftsmanship
Itinerary/Strategies
1. Check for Understanding- Questioning: Ask students to tell you what masks are and what they are used for in our country. Also ask students have learned about masks in other countries and how they are used there.
2. Focus on the Reproductions- Directed Looking: Show images of Chinese masks to students. Explain that in China, masks are often used in performances. Chinese animal masks and opera masks are frequently used when people are portraying characters in a familiar myth. Ask students if they are familiar with the Chinese lion dance during the Chinese New Year celebrations.
3. Storytelling- Sharing a Myth: Share the following story with students:
"A long time ago a strange creature appeared in China and horrified and ate men and animals. The fast and fierce creature was called 'nien' (or 'nian'), which sounds like the Chinese word for 'year'. Neither the fox nor the tiger could fight the 'nien' effectively and in despair the people asked the lion for help. The lion shook his mane, rushed towards the creature and wounded it. The nien hurried away with the tail between its legs. But it announced to return for taking revenge.
A year later the nien did return. This time the lion couldn't help the people. He was too busy with guarding the emperor's gate. So the villagers decided to do the job themselves. Out of bamboo and cloth they produced an image of the lion. Two men crawled inside it and approached the nien. The 'lion' pranced and roared and the monster fled away again. This is the reason why on the eve of the Chinese New Year, lions always dance. They are frightening evil away for yet another year."
From http://home.worldonline.nl/~rlion/llniene.htm
4. Present the Problem- Review Checkpoints: Explain that we will be creating our own masks to frighten away a fierce creature. If we were trying to frighten away the nien, what sort of fantastic creature would we create? Review the Lesson Chart and the objectives of the lesson. Clarify all requirements with the students.
5. Teach Skills- Direct Instruction: Demonstrate to students how would begin t create a mask covering the following steps:
- Select a background paper from the large pieces of construction paper.
- Write your name on the back center of the piece of paper.
- Fold the large paper in half, Cut to circle or oval shape.
- Hold mask to face- with pencil, mark slits for eyes, nose and mouth
- Fold and cut slits for eyes, nose and mouth.
6. Guide Students' Work- Independent Practice Time: Once all students have completed the basic mask construction everyone may begin to create the facial features of their imaginative creature. Remind students to hold each piece until it is glued securely to their mask, or pieces may be lost. Remind students that they must complete each of the requirements from the lesson chart before their mask is complete.
7. Clean-up- Direct clean-up: Ask a student volunteer from each table to assist with clean up-(Collect masks from each table, Straightening Scissors and Glue Glue, Gathering Pencils and Erasers, Two piles of paper- Large pieces-center of table, Small Scraps in scrap box) All supplies should be put back where they were found at the beginning of the class period.
8.Closure- 3-2-1: As students finish cleaning up and prepare to leave the room, ask for student volunteers to name - 3 paper techniques they intend to use, 2 things they learned about masks, and 1 thing they hope to achieve as they finish their masks.
9. Second class period- Review lesson requirements, ask students to supply a review of the previous class. Distribute materials, and instruct students to continue working on their masks. Remind students that they must include three or more 3D paper cutting techniques, good craftsmanship in construction, and an imaginative creature- their creature may be a composite of various animal parts, but it may not be a single animal, such as a lion or bear!
10. Closure- Volunteer Share: Ask students to hold their masks up in front of their faces and look around the room. Ask a few students to select one of the masks that they like the most and have them describe why.
Evaluation Criteria:
- Students will become familiar with Chinese masks.
- Students will create a mask of an imaginative creature.
- Students will use at least three paper sculpting techniques to create their mask.
- Students will exhibit good craftsmanship in the construction of their mask.