9th-12th grade/ Art
Links to Files Associated with This Lesson
Area Objectives Addressed:
will be able to:
Create a mold using plaster gauze.
Paint the face cast, incorporating ideas form examples.
Work together in cooperative groups.
Technology Objectives Addressed: Students will be able to:
Use digital cameras (still and video) to document the mask
making process and the finished masks.
Use software to compile, edit, morph, and present the mask and
mask making images.
What was the process that your students went through to complete this
The students first listened to an introduction about masks and
mask making, watched a video about masks from many cultures, saw mask samples
and received instructions on the process. Then the students watched a
demonstration that showed applying a mask to a face. For the three days
following the demonstration, students worked in groups of three, playing one of
three roles each day; model, applier, and helper. When all of the students had
finished their mask molds, they spent a day patching the eye and nose holes. For
the next three days, working in pairs, students poured their masks (with plaster
of paris). Students released their masks from the molds the day after they
poured them; the masks were then allowed to dry over the weekend. Students spent
the following four days designing and painting their masks.
Digital photos of the unpainted masks, the finished masks and
the student’s faces were taken and sent to the video-editing lab at BSU where
they were loaded into the computers. Selected students spent some after school
time learning the video editing software (through a video) and then went to BSU
for an afternoon to put together their mask images into a presentation.
How did you monitor student progress?
The expectation that students stay on task during the mask
making process was clearly stated at the beginning. Since students were working
in groups or pairs during much of the project, they were responsible for others
as well as for finishing their own mask. For instance, they were closely
monitored to insure that all masks were poured in the three days allotted.
Was there a template or an example that students were
expected to follow?
The students were shown examples of outstanding masks (real
masks, video and printed examples) to give them a standard to follow. Also,
students were given detailed instructions that they were expected to write down
How much time did you dedicate to this project?
Total 3-4 Weeks
Daily (approximate) 45 minutes
How was the final product presented?
The most outstanding masks were chosen for a display. The
video will be presented on public access television.
Who was the audience for the final product?
Display: Student body and teachers.
Video: Television audience.
What prior knowledge was required on the part of the students
in order for them to be successful in this project? (include curriculum and
None, although previous experience with computer applications
may have been helpful when learning the video editing software.
What was the student to computer ratio?
The student to computer ratio was three students to a
computer in the video-editing lab.
How did you schedule your students’ computer time?
The time in the video-editing lab was scheduled through BSU.
What was the location of the computers and other technology
equipment used by students?
The computers were at BSU.
How would you suggest beginning teachers obtain computer
resources for their students? (Knowing some of your strategies would be valuable
for our pre-service teachers.)
should try to use grants and programs, such as Bridges to Technology, to find
resources for their classrooms. Also, it is a good idea to work with computer
lab teachers and other teachers to share resources. Another possibility is
donations; some things at our school have come from BLM, BSU, HP and other
companies who donate to schools.
Rate the level of access for students to use computers/other
technologies as they needed --high,
Rate the level of supervision required for students during
the project, specifically for computer and other technology use –high, medium,
What hardware was required for your project?
What software was required for your project?
A dedicated editing
system called Avio, manufactured by Casablanca.
What kind of assessment did you use for this project? (Include a copy if
A grading rubric was used for the masks.
What categories did you assess? (I.e.:
content, screen design, depth/breadth, etc.)
Craftsmanship, creativity, originality and written
How does the product that you submitted compare with other students’ products for this same
The samples submitted show a good cross-section of student
What did you like best about this project?
I love this project because the masks always turn out so well.
This year was no exception. I also liked that the students were very excited
about going to work at BSU and had a wonderful time.
What did the students like best about this project?
The students really like the mask making. Those who got to do
editing probably liked that part equally as well as the mask making.
Rank the level of student involvement in this project –high, medium,
Rank the level of student interest in this project –high, medium, low
Would you teach this lesson again?