Kate Rzeppa

Lesson Plan 2014

Lesson Title: Emotion and Masks

Grade: 10th

10- 50min segments

Goal: Students will be able to create their own masks expressing emotion after looking at masks
from many other cultures.
Objective: After looking at masks from other cultures students will create their own masks to
express emotion using techniques and design from the masks they viewed.
Rational: The time the students are given for this project they are to research traditional masks
from a variety of cultures, using the Internet and/ or print material. They are then requested to
identify an emotion and work this onto the masks through the use of symbols, icons, text,
messages, etc. They are informed about symbolism, association of images and the construction
of meaning and how the meaning of the original form can greatly impact and add to the
meanings that they are trying to generate. This process is important for students to learn because
it will allow them to grasp a better understanding of masks from different cultures and use their
symbols to express the emotion of their choosing.

Materials: 9 x12 newsprint, drawing pencils, scissors, moist clay, newspapers, plastic bags,
canvas rolls, cloth, rolling pins, slip, dishes, clay modeling tools, potters needles, fettling knives,
texture gadgets/tools, wood boards, moist paper towels, plastic bags, acrylic paint, paint markers,
sharpie fine point markers, brushes, water dishes, wire for hanging, yarn, beads, horsehair, boas,
other natural objects, moss, feathers, tacky glue, hot glue gun, hot glue sticks.

Standards:
PERFORM
Standard 1: Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process.
(21stCentury Skills: I.4, II.2)

ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to
communicate ideas. (21stCentury Skills:I.6, III.3, III.6)
ART.VA.I.HS.3 Demonstrate understanding of organizational principles and methods to solve
specific visual arts problems. (21stCentury Skills:I.4, II.5, III.3)

CREATE
Standard 2: Apply skills and knowledge to create in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
ART.VA.II.HS. Identify, define problems, and reflect upon possible visual solutions. (21st
Century Skills:I.2, I.3, I.4)
ART.VA.II.HS.2 Create artwork using materials and techniques with skill so that personal
intentions are carried out. (21stCentury Skills: I.1,1.2, II.7, III.3)
ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art
and design products. (21st Century Skills: I.1, I.2, III.3)
ART.VA.II.HS.4 Apply knowledge and skill to symbolize the essence of an idea.
(21st Century Skills: I.1, I.6)

Procedures:
1. After personal research through print materials provided and or the internet, students decide
what kind of mask to use for inspiration as a starting point. They then decide what kind of
emotion they want to represent through the mask - What kind of message should the mask tell?
The mask is planned on paper and cut out to use as a template when they cut their clay slabs.

2. Wedge clay to remove air bubbles. Roll out slab of clay between guide sticks (approx. 3/8 inch
thick). Lay drawing on clay - trace around - trace over details of drawing to make an impression
in the clay. Drape cut out clay slab over newspaper hump on Masonite/wood board. Smooth cut
edges with damp sponge.

4. Add on details of facial features - build up using coils and added slabs - and pinch methods
(score and slip). Carve in lines and shapes. Press in textures/stamps. Use straw to poke holes in
sides for hanging (about inch or so from edge)
Students are reminded of proper wrapping procedures to keep their project moist between work
sessions. Drape with damp paper towels if necessary

5. When finished - Hollow out back side where clay is thickest. Allow to get bone dry - bisque
fire.
After firing:
1. Glaze - and fire - finish as above with embellishments.

Day 1: 50-minutes
Prep: Before class, have books out about masks so students will be able to use them for their
research. Have the computers on and ready so students can look up information about masks.
Make sure printers have paper and ink.

1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson starts by me explaining what their next project is going to be. I will tell them
they will be able to create their own masks expressing emotion after looking at masks
from many other cultures. I will explain that we will be using clay to make the masks.

4.

I will tell the students that they will be doing research today using the computers and
books provided

5.

Students research and print any materials they may think are usefully for creating their
masks.

6.

Students will log out of computers, put away the books, and sit back down at their
assigned seats

7.

I will tell them to keep thinking about the designs they want to use and how they will
express the emotion they want.

9.

Students will leave the room when the bell rings.

Day 2: 50-minutes
Prep: Before class, in case some students did not finish their research have books out about
masks so students will be able to use them for their research. Have the computers on and ready
so students can look up information about masks. Make sure printers have paper and ink. Have
paper, pencils, and colored pencils out for students to use.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson starts by telling the students that they need to sketch out what they want their
mask to look like. They need to be actual size and fully colored. Once they have
completed their sketch they need to get approval before they can move on to clay. If the
students still want to do reach they can before they sketch.

4.

Students will begin to sketch their masks

5.

If students are not ready to sketch they will be doing research using books or the
computers.

6.

Students will put away all materials where they found them. Once the room is clean
student will sit at their assigned seats

8.

I will tell the students that they will have to have their sketch done by the middle of class
tomorrow and I will check all of them. Tell the students to bring plastic bags, and an old
shirt tomorrow because we will be working with clay.

9.

Students will leave when the bell rings.

Day 3: 50-minutes
Prep: Before class, have books out about masks so students will be able to use them for their
research. Have the computers on and ready so students can look up information about masks.
Make sure printers have paper and ink. Have clay and tools out
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson starts by telling the students to get out their sketches and that they will be
working with clay today.

4.

Students will get approval on their sketches and then I will show them a demo how to
wedge and roll out a slab of clay.

5.

Demo.

6.

After the demo hand out clay to each student and give them a rolling pin.

7.

Students will put the rolled slabs in plastics bags after spraying them with water. All tools
will be put back in place. Students will put slabs in their lockers

8.

Tell the students that tomorrow they will be learning how to cut the shape of the masks
and attach relief

9.

students will leave when the bell rings

Day 4: 50-minutes
Prep: Before class, make sure tables are clean and have clay ready to do demo.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by telling the students to come watch the demo before they get out
their clay.

4.

The demo begins by showing the students how to cut the shape of the mask and how to
cut eyes. The height of the mas should be around 8inches and width should be around
6inches. The cut out should be in the shape of an oval. Tell students they can choose how
big or small they want the eyes to be. When the oval is cut out and eyes it will be place
on a dome mold when not in use.

5.

Students get their clay and tools.

6.

Students begin to cut out oval and eyes.

7.

Students clean up by putting their masks on the molds and putting them in them lockers.
Tables and tools will be cleaned.

8.

Tell the students that tomorrow they will continue what they were doing if they did not
finish but tomorrow they will be shown a demo how to add relief to they masks.

9.

Students will leave when the bell rings.

Day 5: 50-minutes
Prep: Before class, make sure tables are clean and have clay ready to do demo.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by telling the students to come watch the demo before they get out
their clay.

4.

The demo begins by taking out the cut out slab done the day before. Show students how
to attach relief by scoring and slipping. Tell them they can add what they need to as long
as it follows their sketch. If they want to add something different from the sketch students
will need permission. If students need more it will be at the front table for them to grab

5.

Students get their clay from their lockers.

6.

Students work on their own adding the relief to their masks.

7.

Students clean up by putting their masks on the molds and putting them in them lockers.
Tables and tools will be cleaned.

8.

Tell the students that tomorrow they will continue what they were doing if they did not
finish.

9.

Students will leave when the bell rings.

Day 6: 50-minutes
Prep: Before class, make sure tables are clean and have clay out for students that need more.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by telling the students to get their masks out of their lockers and
continue working.

4.

Walk around asking students if they have any questions or need help.

5.

Students clean up by putting their masks on the molds and putting them in them lockers.
Tables and tools will be cleaned.

6.

Tell the students that tomorrow they will continue what they were doing if they did not
finish.

7.

Students will leave when the bell rings.

Day 7: 50-minutes
Prep: Before class, make sure tables are clean and have clay out for students that need more.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by telling the students to get their masks out of their lockers and
continue working. Tell students that this will be the last day they can work on the projects
and they will have to dry overnight

4.

Walk around asking students if they have any questions or need help.

5.

Students clean up by putting their masks on the molds and putting them in them lockers.
Tables and tools will be cleaned.

6.

Tell the students that tomorrow they will have to be finished and let the masks dry

7.

Students will leave when the bell rings.

Day 8: 50-minutes
Prep: Before class, have glazes out to show students their options to choose from.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The masks will be in the kiln so the lesson will begin by telling the students we will be
learning about the glazes today.

4.

Students will go up to the front table where the glazes are and will be shown how once
they are fired how the color can change.

5.

A slide show will be shown explaining how the glazes work and how to properly apply
them.

6.

Tell students that their projects will be ready to be glazed tomorrow

9.

Students leave when the bell rings.

Day 9: 50-minutes
Prep: Before class have masks out of kiln
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by having the students get their masks and taking them back to their
seats.

4.

Students will choose one gaze at a time they want to work with.

5.

Students start glazing their projects.

6.

Student put glazes away, wash the brushes and put their masks in their locker.

7.

Tell students they will have tomorrow to finish glazing their masks.

9.

Students leave when the bel rings.

Day 10: 50-minutes

Prep: Before class have glazes and brushes out for students to use.
1.

Students will enter quietly and sit at their assigned seats

2.

Once in the room students will sit quietly and wait for my instruction.

3.

The lesson begins by having the students get their masks and taking them back to their
seats.

4.

Students continue to glaze masks.

5.

Walk around making sure students are working and answer any questions they have.

6.

Have students put their masks by the kiln.

7.

Students will put away all tools and make sure tables are clean.

8.

Tell students that they should have their masks the next class

9.

Students will leave when the bell rings.