Michele Maines

Masks
9th-12th  grade/ Art

Links to Files Associated with This Lesson 

  1. Basic Skills
  2. Parents  Letter

Content Area Objectives Addressed:

 Students will be able to:

            Create a mold using plaster gauze.

            Cast the mold with plaster of paris.

            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.

Activity Description

            What was the process that your students went through to complete this lesson?

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 and follow.

          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.

Learning Issues

What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)

None, although previous experience with computer applications may have been helpful when learning the video editing software.

       Resource Management

            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.)

Beginning 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, medium, low

                        High.

Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low

The level of supervision was somewhat high for the portion of the assignment that was done at BSU. Although we only took 9 students, there were two teachers; the professor, Dr. Peter Lutz and myself. There were also a student teacher and a lab assistant present.

Materials

What hardware was required for your project?

What software was required for your project?

A dedicated editing system called Avio, manufactured by Casablanca.

Assessment

            What kind of assessment did you use for this project? (Include a copy if you can.)

                        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 reflection.

Other

How does the product that you submitted compare with other students’ products for this same project?

The samples submitted show a good cross-section of student work.

            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, low

                        Very high.

            Rank the level of student interest in this project –high, medium, low

                        Very high.

            Would you teach this lesson again?

                        Absolutely.