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Plan Number: 025
Title/Lesson/Theme: African Animal Masks
Designed by: Pat Grubb
Grade level/Discipline: 3-5/Art
Estimated Time: 3-4 classes
Objectives (what will be assessed?):
Students will think about which animal best fits their own personality traits and create masks based on that animal.
Description/Background:
Students will use the CD and Web Site to research examples of African masks that incorporate images of animals, and they will create masks that portray animals that reflect their personalities.
Step by Step Procedure:
1. Divide the class into small groups and assign each team a region of Africa, or a country, to research the environment and wildlife of that area. This activity could be done in the regular classroom or in the media lab.
2. Present a slide show of animal masks. Discuss the types of animals being portrayed and how those animal behave in their natural environment. Focus on the concepts of predators and defense techniques, such as camouflage, antlers, etc.
3. During the class discussion have the students brainstorm ideas about "sayings" and how animals act. For example, "quiet as a mouse", "brave as a lion", "sly as a fox", "slippery as an eel", etc.
4. Have the students think about which animal best fits their own personality traits and create masks based on that animal.
5. Before constructing their own masks, students should contemplate the natural materials used in the African masks, and how those materials help to portray the animal.
6. Besides considering the various materials used in the African masks, the students should observe and discuss how the masks are worn and used in a dance or performance. Discuss how we use masks in our culture.
7. After the students have decided which animal they plan to portray, have them think of what materials would best help to portray their animal. For instance, toothpicks could look like porcupine quills, or egg cartons could look like the bumps on the back of a crocodile, raffia could look like hair, etc. If possible, have a wide variety of materials available that would stimulate student ideas.
8. Folding pieces of oaktag in half to allow space for their nose, is a good base in which to start. Demonstrate how to measure and mark the spaces for the eyes of the mask if the want their mask to hide their face. Also show how to punch holes on the side of the mask that are level with the eyes, tie strings on each side and then in the back of the head, so that the mask could be worn. Some children may prefer to portray masks that set on top of the head instead of covering the face, so they would need to be shown how to make a headband in which to attach the rest of the mask.
9. During the construction of the masks, it would add to the learning environment if African music was played in the background.
10. After the masks have been completed, the students should wear their masks and explain to the rest of the class why they chose the animal they did to symbolize their personality. Students could act out the animal behavior to portray their personalities.
Assignment in CD (essays, chapters):
Studio Materials Needed:
oaktag, construction paper, paint, markers, raffia, toothpicks, egg cartons, scissors, glue, string, etc.
Vocabulary:
predator, prey, camouflage, symbolize
Evaluation/Assessment tool (how will objectives be assessed?:
After all the masks have been modeled and explained to the rest of the class, the students will discuss which masks most look like the animal in which they were based. The students could discuss who acted out the animal behavior the best, or which masks best symbolize the students personalities. Masks that have been well crafted should be examined also.
Bibliography/Alternative resources:
Websites:
Submitted 7/24/98