Overview:  

In this lesson, Middle School Visual Arts students will have an introduction to the concept of human rights, and make a personal connection to identity of self and other cultures. Each student will create a mask that is a representation of their identity within their culture, and recognize how each of us has a role to play in supporting human rights. Students will study Article 27:

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

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Learning Objectives:

1. Define Culture and cultural roles of individuals within a culture

   1. Human right to be allowed to freely participate in cultural life of the community, to enjoy the arts

2. Rites and Rituals associated with culture

3. How is culture “shown” or identified in the masks?

 

Time Frame: 

6 class periods

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Introduction:

Day 1:

The University of Iowa has a wealth of African masks in its collection. The docent travels to the school and provides context for each mask using video and stories. There are masks from many cultures and they allow students to experience the masks face-to-face and somewhat hands-on.  Students can explore the cultural significance of masks by investigating the role they play in ceremonies and on special occasions in societies from widely separated regions of the world.

 

This website provides links to video clips to demonstrate the full costume and dance of some masks

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Questions to ask and specific traits to examine deeper:

Look at the types of colors used on the masks- what does each color represent?

What are the cultural ties to the masks worn by different people for diverse traditional ceremonies?

The masks are used to educate generations and continue the cultural rights.

Students discuss culture, and learn how to define it. What types of cultural aspects do we exhibit? (At school, with friends and family)

Reflect on masking activities in American society, such as at Halloween and in the circus. Relate to identifying personal identity and assumed identity when wearing a mask.

 

Relate the discussion to Article 27 and also to another UDHR Article 6: Right to recognition everywhere as a person before the law. The masks are used in initiation rituals, rites of passage, and funereal ceremonies; all are treated with dignity.

 

 

 

 

 

 

 

Day 2:

Click on the PDF on Multi Cultural Masks

Student activity: Define an activity or a symbol that defines the student personally. Additionally, define what makes them proud to be who they are and figure out a symbol that defines them. (Example: this could be a religious symbol, a drawing of their family or a letter initial)

Show this video

Materials: Paper and pencil

Draw a sketch of a mask that is a visual representation of a face that includes at least one symbol the student identified.

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Day 3-4:

Apply the sketch concept into a 2-D relief of a mask using cardboard.

Lesson: Create bas-relief using cardboard. A bas-relief sculpture is carved from a flat surface that creates a three-dimensional appearance on a two-dimensional plane. Watch this video clip to help students understand bas-relief. 

Demonstrate how to use cardboard in order to create bas-relief and make the mask come to fruition.

Materials: cardboard, scissors, glue

Imaginative uses of cardboard: Video

Helpful hint: I demonstrate how to use pencil drawn lines for each shape, then scissors to cut out the desired pieces. I don’t let them glue anything until all pieces are cut out of cardboard. This allows them to make changes and experiment with the layers of relief without commitment of having them adhered with glue. Creative experimentation is encouraged.

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Day 5-6:

Materials: Tempera or Acrylic paint, paint brushes, water, paper towels

After cardboard pieces are adhered with glue, students should begin to paint the mask. Consider color choices. Colors affect the composition of the mask:

• Consider these Art Principles: harmony, emphasis, and rhythm

Additionally, students can decorate the mask with adornments like sequins, beads, raffia, or yarn

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Assessment:

Formative Assessment: Throughout the process, evaluate student’s understanding of relief, making sure that there are multiple layers of cardboard used effectively. During the discussion about human rights, make sure each voice is heard and ideas are shared to determine understanding. 

Summative Assessment: Use a grade scale that is appropriate.

Relief

Complexity of the Design

Construction and Material Use

 

Standards addressed:

CREATING

Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.

• Demonstrate commitment to developing skills

• Problem-solve by experimenting

PRESENTING

Analyze similarities and differences associated with preserving and presenting artwork.

• two-dimensional

• three-dimensional

• digital

RESPONDING 

Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.

• Creative process – exploring materials and techniques

• Elements and principles of design

• Circumstances and influences

CONNECTING

• Generate a collection of ideas reflecting current interest and concerns that could be investigated in art making.

• Make connections as to how response to art is influenced by understanding:

  • the time and place in which it was created

  • the available resources and cultural uses

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