Functions of Art: Cultural

Mask Making
7th Grade Estimated Length: 5-7 days Cultural Research and Mask Making

Lesson Plan
Description: The three main functions of art are function, or practical; personal; and cultural. The exploration of all three functions are pertinent to disco ering a!ilities in art, the purpose for ma"ing art, and a de elopment of right !rain capa!ilities leading to a higher de elopment of artistic s"ill. #ultural and historical art$or" allo$s people in the present to dissect the lifestyles, situations, and ma%or e ents that ha e occurred throughout history. &t also allo$s for a means of cultural expression, and identity of !eliefs, rituals, and general rules of life. 'tudents $ill !e researching a ariety of cultures and ho$ they used mas"s $ithin their culture, and then after presentations, $ill !e ma"ing their o$n mas" influenced !y the culture they researched. Materials: ipads (o$erpoint)*ongle)(ro%ector +to pro%ect images from ipads for presentation, #lay -ariety #lay Tools .ood /oards 0e$s (aper .ater #ups 1as" 2orms Learning Objectives: 3. 'tudents $ill !e a!le to recogni4e, identify, and analy4e cultural, historical, and contemporary examples of mas"s from cultures around the $orld, as $ell as understanding the !ac"ground information of $hy cultures ma"e mas"s. 5. 'tudents $ill !e a!le to demonstrate an understanding of !asic art concepts, oca!ulary, processes, techni6ues, and tools, $hile er!ali4ing thoughts and concepts a!out the cultures studied, as $ell as $ith their o$n, and others, art$or". 7. 'tudents $ill demonstrate an effort in researching a particular cultural mas", and er!ali4ing concepts and ideas in presentation formate, to !egin de elopment of open discussions regarding art $or", and art concepts. 8. 'tudents $ill disco er and explore a ne$ medium $hile $or"ing $ith ceramics to create their cultural mas"s; they $ill use related ceramics oca!ulary, participate in responsi!ilities regarding clean up, and understand !asic techni6ues of ceramics. Sequence: Day One: 'tudents $ill re ie$ information on the functions of art; cultural, personal, and decorati e arts. 'tudents $ill !e introduced to the ne$ pro%ect topic, related ideas and concepts, as $ell as choose cultures to research for their mas"s, and spend time researching.

Day Two: 'tudents $ill spend the !eginning of the period continuing to research their cultures for presentation. .hen time is up students should ha e a prepared document to !e !rought up on pro%ection of images of their cultural mas"s. 'tudents $ill do a home$or" assignment in ol ing s"etching ideas for their mas"s. They must ha e a full si4e +one s"etch page, s"etch of their mas" for the follo$ing class period. Day Three: 'tudents $ill !egin $or"ing on a study guide sheet for their upcoming 6ui4, related to the information co ered in the student presentations. 9 demonstration $ill occur on $or"ing $ith clay, safety and construction tips, oca!ulary, as $ell as clean up information. 'tudents $ill !egin $or"ing on filling in their mas" forms $ith a thin layer of clay to !uild upon. Day Four: 'tudents $ill continue $or"ing on their study guide assignments to study for the 6ui4 in the follo$ing class period. 9 !rief demonstration $ill occur on ho$ to add facial features such as eyes, nose, lips, chee"s, chin, and expressi e details using coils and the slip)score method, and then shaping using pinch methods. 'tudents $ill continue $or"ing on filling in their mas" forms, and then adding facial features. Day Five: 'tudents $ill ta"e a 6ui4 on the cultural mas" presentations; they $ill !e gi en 5 or so minutes to study !efore gi en the 6ui4. 'tudents $ill continue to !e $or"ing on their pro%ects, ma"ing sure to carry out proper ceramic techni6ues to assuring the mas"s $ill fire properly $ithout complications. 'tudents $ill !e reminded of due dates, and pro%ect criteria. Day Six: 'tudents $ill $or" to$ards finali4ing their pieces today, $e $ant to !e finishing them up in a timely manner. 'tudents should consider their connections; strength, structure, if it $ill crac", !rea", etc. After the Kiln Firing: 'tudents $ill paint their mas"s $ith an acrylic paint, glitters, $ith the addition of feathers, tissue paper, etc. to decorate their pieces. .hen the students ha e finished painting their pieces, they $ill ha e a !rief criti6ue on their $or", $here they $ill !e expected to explain $hich culture they chose and $hy, the main characteristics of their piece, successes and challenges they had throughout the duration of the pro%ect, and one thing a!out someone else:s $or" that they en%oyed, and one constructi e criticism.

Resources:

Chinese Theater Mask

enetian Mask

Senufo Afri!an Mask

"wa Afri!an Mask

#reek Mask

Polynesian Mask

Tote! A$te! Mask

A$te! Mask

%gy&tian Mask

'ative A(eri!an Mask

Ti)etan Mask

*n+onesian Mask

"olivan Masks

Vocabulary: Culture: the customs, arts, social institutions, and achie ements of a particular nation, people, or other social group. Cultural Fun!tions of Art: people create art in the form of architecture, paintings, sculpture, etc. for a ariety of reasons; some !uildings and art$or"s $ere made to honor leaders and heroes, others help teach religious and cultural !eliefs, as $ell as gi e us a snea" pea" into the daily li es of those cultures. Aestheti!: the isual 6ualities, or characteristics that ma"e an o!%ect, art$or", or design uni6ue, or pleasing to loo" at. ,e+ging- 1ethod of "neading clay to ma"e it homogenous; ridding the clay of all air poc"ets. .an+ "uil+ing- This term refers to the one of se eral techni6ues of !uilding pots using the only the hands and simple tools rather than the potters $heel. The term used for creating pottery using the potter:s $heel is ;thro$ing;. Firing- This is the process of heating the pottery to a specific temperature in order to !ring a!out a particular change in the clay or the surface. "is/ue- The term !is6ue refers to ceramic $are that has !een fired once $ithout gla4e. #reenware- <nfired pottery that is !one-dry, a state in $hich clay forms are the most fragile. #la$e- 9 glass-li"e surface coating for ceramics that is used to decorate and seal the pores of the fired clay.

Stan ar s!Fra"e#or$s: Curri!ulu( Stan+ar+ 0: 9pply appropriate media, techni6ues, and processes. select media and analy4e ho$ it effecti ely communicates and expresses ideas; use the 6ualities and characteristics of art media, techni6ues, and processes to enhance communication of their experiences and ideas; express and communicate ideas sym!olically and realistically; use increasingly complex art materials and tools in a safe and responsi!le manner. Curri!ulu( Stan+ar+ 1: &dentify and apply the elements of isual art and principles of design. recogni4e and reflect on the effects of arranging isual characteristics in $or"s of art; select and use the elements of art and principles of design to impro e communication and expression of ideas; descri!e and analy4e isual characteristics of $or"s of art using isual arts terminology. Curri!ulu( Stan+ar+ 2: 'elect and apply a range of su!%ect matter, sym!ols and ideas. use su!%ects, themes, and sym!ols that communicate and express intended meaning in their art$or"; consider and compare the sources for su!%ect matter, sym!ols, and ideas in their o$n and others= $or". Curri!ulu( Stan+ar+ 3: 9naly4e, interpret and e aluate their o$n and others= art$or". compare multiple purposes for creating $or"s of art; analy4e the meanings of contemporary and historic art$or"s; e aluate the 6uality and effecti eness of their o$n and others= $or" !y using specific criteria; compare a ariety of indi idual responses to their o$n art $or"s; descri!e their o$n responses to, and interpretation of, specific $or"s of art; descri!e their o$n artistic gro$th o er time in relation to specific criteria. Curri!ulu( Stan+ar+ 4: 'tudents $ill ma"e connections among the isual arts, other disciplines, and daily life. compare characteristics of $or"s of art and other art forms that share similar su!%ect matter, themes and purposes; create art $or" that reflects the connections among isual arts and other disciplines; apply the principles of design in sol ing a isual arts pro!lem. Assess"ents: General 7th grade rubric for the project. Self assessments. Unit Quiz Daily Class Participation !ome"or# $%ell &or#' (ro%ect #riteria for #ultural 1as"; 'ee Grading (age in /ac" of <nit SEE BACK OF UNIT FOR ASSESSMENT RUBRICS