Unit On Masks Shelley W. Patterson 2014

!
The Language
of
Masks
!
Shelley!W.!Patterson!
Samford!University!
The Language
of
Masks
Someone once said, Behind every mask there is a face and behind that a
story. What does this statement mean? And, is it true? Have you ever
pondered the thought that masks have a bigger purpose? They may be the
mysterious link between us all?
Masks are everywhere. You can find them sprinkled throughout history. In
almost every culture masks have a presence. Even in our modern world, they
can be seen on Halloween, at festivals and in parades, in museums, and used
for theatrical performances. Have you ever wondered where they come from?
And, more importantly, what they have to say?
Communication is a very important part of our every day lives. Everywhere
you look, people are in constant communication with one another through
emails, phone calls, texting, Instagram, Twitter, and Facebook. But, if we stop
and take a minute to examine the world around us, will we find stories of long
ago hidden in the artifacts of our ancestors? Will these masks communicate
more about who we are and where we came from?
In the next few months, you will explore the language of masks. You will
examine the mask- its purpose, place, and transformation in society. You will
travel the world through the mask and make connections to our modern life.
Finally, you will listen. You will listen to the mask and hear what secrets it
reveals to you and understand it has much to say.
Shelley W. Patterson
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The Language of
Masks
Rationale:
In schools today, students are often taught to rely on memorization of rote facts to master content in the classroom. Many
times, gifted students easily learn the isolated pieces in order to make good grades, soar to the top of the academic world,
and feel undeniably successful. However, these same students can often be found years later struggling in college and life
in general as challenges present themselves that require a person to use higher-order thinking skills and piece together
the isolated facts to look at the big picture or end goal to solve problems. In education, there needs to be a shift in the way
we plan and prepare instruction for the gifted and talented. These students need to have a deeper and more complex
understanding of overarching concepts, so they can apply them to the multi-faceted challenges of the real world. In this
concept-based unit, gifted students will have the opportunity to study the communication through examining the masks of
the world in a whole new way. They will learn to equip themselves with creative and critical thinking skills, which are
needed not only to soar in school, but also in life.
Purpose:
The purpose of this unit is to study and analyze masks of the world to answer the question: Why is communication an
important aspect of a culture? In this unit, students will investigate masks of the world to understand how a cultures
identity can be communicated through this form of art. They will also learn how these mysterious masks have connections
to several modern American traditions and reveal more about who we are as a nation. It is also designed for students to
take on the role of a practicing professional in order to communicate their understanding of a cultures rituals and traditions
through creating an art exhibit to share their knowledge with others.
Target Audience:
This unit was created for 5th grade gifted students. However, due to mature content it is extremely important that teachers
are discerning in using many of the resources that are suggested. While many of resources are authentic and thought
provoking, some of them may need to be slightly altered to censor for the use of 5th grade students. Additionally, this unit
can easily be adapted for grades 6th-8th as it is aligned to 8th grade Social Studies standards.
Appropriateness for Gifted Learners
Peter Drucker said, The most important thing in communication is hearing what isn't said. In an ever-changing, diverse
world, students are constantly being challenged with understanding who they are and who the people are around them.
Communication can be explored far beyond what is written on a page. In this concept based unit, gifted students will have
the opportunity to view the world through the conceptual lense of communication in order to have a deeper understanding
of what makes up a cutlures identity and how it translates personally to them. Additionally, it is important for gifted
students to have to exposure to varied ways of communicating their ideas, feelings, and understandings. Through mask
work, they will learn how other cultures utilized this art form to communicate and apply it in their own lives. This conceptual
unit is designed for gifted students to simultaneously think critically while learning to express themselves creatively.
Prerequisites:
There are not any prerequisites for any students to participate in this conceptual unit.
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Standards
Social Studies:
th
8 Grade ALCOS # 1:
Explain how artifacts and other archaeological findings provide evidence of the nature and movement of
prehistoric groups of people.
8 Grade ALCOS # 4:
Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature,
architecture, and science.
8 Grade ALCOS # 12:

Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia.
th
th
Art:
th
5 Grade Arts Education # 1:

Utilize the elements of art and principles of design and the structures and functions of art to communicate
personal ideas.

Identify societal values, beliefs, and everyday experiences expressed through works of art
th
Reading:
CCSS.ELA-LITERACY.RL.4.9:
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns
of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic
novel, multimedia presentation of fiction, folktale, myth, poem).
Science:
9th - 12th Grades Anatomy and Physiology Elective #15:

Identify physiological effects and components of the immune system.
Technology:
3rd - 5th Grades Technology # 2:

Use various technology applications, including word processing and multimedia software.
Collect information from a variety of digital sources.
Use technology tools to organize, interpret, and display data.
Use digital environments to collaborate and communicate.
Create a product using digital tools.
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Concept Map
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Concept-Based Curriculum Flowchart

Representative Topic
The Language of Masks

Conceptual Lens
Disciplines
Fields of Study
Communication
th
Critical Content/Standards
8 Grade ALCOS # 1: Explain how artifacts and other archaeological findings

provide evidence of the nature and movement of prehistoric groups of people.
th
8 Grade ALCOS # 4: Identify cultural contributions of Classical Greece, including
politics, intellectual life, arts, literature, architecture, and science.
th
8 Grade ALCOS # 12: Describe China's influence on culture, politics, and
economics in Japan, Korea, and Southeast Asia.
th
5 Grade Arts Education # 1: Utilize the elements of art and principles of design
and the structures and functions of art to communicate personal ideas.
th
5 Grade Arts Education # 5: Identify societal values, beliefs, and everyday
experiences expressed through works of art.
Facts
Masks are used for
actor
training/performing,
celebrations, spiritual
rituals/religion, in time
of war, and to cope
with tragedy.
Masks are used to
disguise, conceal,
amuse, terrify,
express/ communicate
ideas or feelings to
other people.
Masks can be found in
the traditions and
rituals of many
cultures, including:
African, Ancient
Greek, Italian,
Chinese, Korean,
Native American,
African, and modern
American cultures.
Skills/Processes
Developing
Hypotheses
Recognizing
Attributes
Compare and
Contrast
Analyze
Making Observations
Classifying
Seeing Relationships
Planning
Originality
Collaborating
Performing
Creating/Designing
Research
Organizing
Information
Name: Shelley W. Patterson
Film Director
Historian
Museum
Curator
Theatre
Professor/
Actors
Costume
Designer
Anthropologist
Concepts
Communication
Culture
Identity
Origin
Rituals
Traditions
Date: June 19, 2014
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Essential Understandings/Generalizations
Students understand that communication is an important aspect of a culture.
Students understand that communication provides a means of understanding a culture's identity.
Students understand that a culture's identity is essential in interpreting the origin of rituals and traditions.
Essential Questions
Why is communication an important aspect of a culture?
How does communication provide a means of understanding a cultures identity?
In what ways does understanding a cultures identity help you interpret the origin of rituals and traditions?
Culminating Performance Task/Summative Assessment
PBL Scenario:
The Jule Collins Museum of Art in Auburn, Alabama is hosting a new exhibit titled, The Language of Masks, to display
at this springs art gala. As the newly hired museum curator, you will assemble a team to help you organize and
prepare for the new exhibit. Your team will consist of two other members, including a commissioned local artist and
anthropologist. Together, you will plan, design, and develop an art exhibit consisting of 5 to 7 mask artifacts to display
at the art gala. The artifacts must communicate one specific cultures rituals, traditions, beliefs, or values through your
exhibit. Your exhibit may include a three-dimensional replica of a mask (required), mock-up drawings, dramatizations,
photographs and/or printed of pictures. The anthropologist will be responsible for the accuracy of the content, the artist
will be responsible for design, and the curator will organize and write the descriptions for the exhibit.
*Students may chose a culture we have studied or a research a new culture.
Instructional Activities
Pre-assessment: Students will complete a Frayer Model Diagram on the concept of Communication.
Throughout the unit, we will keep a concept web of communication displayed on our wall. As we learn new
purposes of communication for the mask, we will add it to our map.
Lesson 1: Students will take a mask gallery walk of various kinds of masks hypothesizing on the purpose of
each mask. Students will complete the concept development group activity.
Lesson 2: Students will learn how to communicate with masks in theatre using the neutral mask. They will
develop tableaux using neutral masks to perform for the class.
Lesson 3: Students will research the use of masks in Ancient Greece theatre. They will compare and contrast
the design and structure of masks for use in comedy vs. tragedy and chorus vs. a central character
(Suggested site: www.richeast.org/htwm/Greeks/theatre/actors.html) We will analyze pictures of masks and
determine what each mask would communicate to the audience.
Lesson 4: Bibliotherapy lesson using the book: Behind the Mask by Yangsook Choi (A young boy begins to
understand his grandfather through learning about the culture his grandfathers mask).
Lesson 5: Students will jigsaw the purpose and cultural meaning behind various Chinese masks (exorcising
masks, Tibetan masks, sorcerers' masks in Yunnan and Guizhou, Shamanic masks and dramatic masks etc.)
Lesson 6: Students will explore the need for Commedia Dellarte and how is originated by discussing why
humor is needed in culture? (Students will become familiar with the impact of the Black Death on Italian
culture.)
Lesson 7: Guest teacher: Daydrie Hague (if available) Students will learn to improvise and delve into the
world of Commedia Delarte by performing skits.
Lesson 8: Students will learn ready folktales, myths, and legends from three West African Tribes. They will
visit virtual museums and picture galleries to analyze the relationship between the design of masks and
folktales, myths, and legends in West Africa.
Lesson 9: American traditions: how do we use masks in our culture and can we see any relationships or
trends that are similar with other cultures? Students will make connections between cultures, rituals, and
traditions. (Why did we originally wear masks on Halloween? Mardi-Gras, masquerade balls, etc.)
Lesson 10: Affective lesson: The Masks We Wear Students will participate in working with neutral masks to
reveal their thoughts/feelings while concealed with a mask.
Lesson 11: Career Fair: Student will visit information centers from three practicing professionals (museum
Name:curator,
Shelleylocal
W. Patterson
Date: June 19, 2014
artist, and an anthropologist) either in person or via Skype.
Lesson 12 (Performance Task): In teams of three, create an art exhibit of 5-7 mask artifacts from the
perspective of one culture.
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Unit Overview: The Language of
Masks
Essential Understandings/Generalizations:
Students understand that communication is an important aspect of a culture.

Students understand that communication provides a means of understanding a culture's identity.
Students understand that a culture's identity is essential in interpreting the origin of rituals and traditions.
Essential Questions:
Why is communication an important aspect of a culture?

How does communication provide a means of understanding a cultures identity?
Instructional Activities:
Preassessment:1-2 weeks before students will complete a Frayer Model Diagram on the concept of Masks. Throughout the unit,
we will keep a web about masks displayed on our wall. As we learn new purposes for the mask, materials used, and cultural
understandings - we will add it to our map.
Lesson 1: Introduction to the Unit:

Guiding Questions: What is communication? What are some unconventional ways to communicate? Can art communicate? What is
culture? What are the components that make up a societys culture? Why is communication an important aspect of a culture?
1.
2.
3.
Upon entering the room, students will hear the song, Communication, by Mae. As each student sits, they will find a sheet of
paper with the lyrics printed on them. I will direct the students to read the lyrics as we finish listening to the song. Afterwards, I
will ask my students to define, What is communication? and How did the musician in this song communicate?
Students will complete Concept Development Group Activity. In groups of four, students will brainstorm, examples of the
concept of communication onto a Padlet wall. They may represent the examples of communication with words, symbols,
and/or pictures. I will ask students to think of unusual/unconventional ways we communicate to add to the wall, too. Once
student groups have generated their list, I will ask them to categorize the ideas into groups and then, think of non-examples.
Finally, as a whole group, I will demonstrate how to write a generalization about communication from our examples, categories,
and non-examples. Once I have demonstrated it, students will work in groups to write additional generalizations. We will record
them onto our wall concept map about communication.
Teacher will then reveal a gallery of masks that are already hung (but covered up) in the room. Student will use a graphic
organizer and take a Mask Gallery Walk with a partner making notes about what culture, circumstance/purpose, and
message they hypothesize the mask is telling them. (Type&I)
Lesson 2: The Neutral Mask:

Guiding Questions: In what ways can you communicate without using spoken language? Can you reveal a message while hiding? How
do actors use neutral masks in order to communicate more effectively to their audience? Why is communication an important aspect of a
culture?
1.
2.
Class will read quote, The neutral mask can lead an actor to reject his habitual identification in favor of a deeper, simpler
understanding of his powers of expression. (By Philip Zarrilli) Class will discuss how when using masks you can no longer
communicate with speech or facial expressions, and therefore, you need to expand your vocabulary of what it means to
communicate. You must focus on the most intricate movements of body language in order to communicate your message.
Creative Dramatic (Warm-up): Wearing a neutral mask, students will work on communicating a message without any speech
used. One student will draw a word from two separate bowls (one bowl containing adjectives, and the other containing an
animal). Then, all the students will move throughout the room communicating both the adjective and the animal by
transforming their body language to complete the task (Example: ferocious dog, playful frog, or an injured fox). (Type&I)
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3.
4.
Students will learn how to communicate with masks in theatre using the neutral mask. They will develop tableau using neutral
masks to perform for the class. In groups of 3-4 people, using the neutral masks, create a frozen tableau, which expresses an
emotional state (e.g. fear, pride, aggression, joy). Hold for a count of 5. Show the class. Discussion of what tableau they were
showing, and what communicated the message. Create a statement of the exact opposite emotion (e.g. bravery, modesty,
timidity, misery). Hold for a count of 5. Ask the class, What changed within the actors body language that communicated a
new tableau? (Type&II)
Add new ideas/connections to our mask web.
Lesson 3: Masks of Ancient Greece:
Guiding Questions: How does the construction of a mask help the audience interpret different meanings? Why were masks so
important in Ancient Greek theatre? How do the masks of Ancient Greek theatre help us to understand the gender roles in their society?
What do the masks of Ancient Greek theatre communicate about societal traditions and rituals during that time in history? How do the
masks of Ancient Greece help communicate its cultures identity? How does communication provide a means of understanding a
cultures identity?
1. Students will look at a picture of Theatre of Dionysus. Groups of four will have a discussion of How theatres have changed
over time?
2. Students will research the use of masks in Ancient Greece theatre. While researching, they will use a Venn-diagram to
compare and contrast the purpose, design and structure of masks for use in comedy vs. tragedy vs. chorus masks. (Suggested
site: www.richeast.org/htwm/Greeks/theatre/actors.html) (Type&I)
3. Once students have an understanding for how Ancient Greek theatre masks were used for communication, teacher will hand
each group envelopes of pictures of Ancient Greek Mask and a compilation of modern poems. Students will read the poems
and choose appropriate masks that actors may have worn if this poem was performed in the Theatre of Dionysus during
Ancient Greek times. (Type&II)
4. Add new ideas/connections to our mask web.
1. Students
2.
Lesson 4: Masks of China:
Guiding Questions: What are celebrations? What are rituals? How did Chinese culture incorporate masks in their beliefs, celebrations,
rituals, and ceremonies? What do these masks tell us about Chinese culture? How does communication provide a means of
understanding a cultures identity?
1.
2.
3.
4.
5.
6.
Upon entering the room, an animated mask will be talking to the students explaining a brief history of the importance of masks
in Chinese culture. At the end of the animation, the mask will then tell the students which groups they are working in and give
them directions.
Students will jigsaw the purpose and cultural meaning behind various Chinese masks (exorcising masks, Tibetan masks,
sorcerers' masks in Yunnan and Guizhou, Shamanic masks and dramatic masks etc.) Students will first organize into five
separate expert groups studying the sub-categories listed above. They will fill out a graphic organizer about their mask, its
purpose, and how it was used to communicate within Chinese cultural. (Type&I)
Students will use the information from the graphic organizer to write an informative paragraph about their mask.
Students will remain in their expert groups, and use the App iFunFace to capture photographs of Chinese masks, animate the
masks to talk, and then record the information they have learned about their mask. (Type&II)
Then, students will take their individual animations back to secondary groups, and share their expertise with new group.
Lesson 5: Masks of Italy:

Guiding Questions: What are origins? What is humor? Why is comedy needed? What is improvisation? How was humor
communicated through masks in Italian culture? How is humor changed over time? How Commedia Dellarte influenced humor in
modern culture? What professions care about improvisation? How does communication provide a means of understanding a cultures
identity?
1.
Students will watch a clip from The Three Stooges: http://www.youtube.com/watch?v=PdBvBtdbQpw

Teacher will reveal to students that this type of entertainment originated from Commedia Dellarte. Teacher will explain that as
we explore the world of Commedia Dellarte- they need to be thinking of other ways Commedia Dellarte has transformed and
translates into modern entertainment.
2. Students will become familiar with the impact of the Black Death on Italian culture. They will watch two clips
http://www.youtube.com/watch?v=pRZYb2Jl22g and http://www.youtube.com/watch?v=DyE8z_Ztifc (Type&I)
3. Teacher will give out copies of Ring Around Rosy rhyme. There will be a discussion of what the true meaning of the rhyme
meant and its relationship to the Bubonic Plague.
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4.
5.
6.
7.
8.
Teacher will pose the questions: What is humor? Why would humor become a necessity during this time? Students will
discuss the need for humor.
Teacher will introduce the characters of Commedia Dellarte by providing each student a character description of each mask
and showing them the mask. Play video http://www.youtube.com/watch?v=h_0TAXWt8hY Ask them if they saw any of the
same comedic techniques in this video that was similar to the comedic techniques in The Three Stooges clip. Discuss the
similarities. (Type&I)
Introduce the ideas of slapstick and improvisation. Ask, Who cares about improvisation? Brainstorm professions that
incorporate improvisation making a Popplet map.
Guest teacher: Daydrie Hague. Students will learn how to move their bodies to embody the characters. Students will learn to
improvise and delve into the world of Commedia Delarte by performing skits. Assign students Commedia Dellarte characters.
Give students scenarios and students have to interact with one another in character. (Type&II)
Lesson 6: Masks of Africa:

Guiding Questions: What is a belief? What aspects of nature do many African cultures incorporate into their belief
systems? Why do many people of Africa wear masks during spiritual ceremonies? Are the masks necessary? What are folktales, myths,
and legends? Do you think every aspect of African culture is communicated through masks? How does communication provide a means
of understanding a cultures identity?
1. Teacher will read the West African tale, Anansi and the Moss-Covered Rock- retold by Eric A. Kimmel. Teacher will ask the
students if they believe this story to be true? Students will define the meaning of folktales, myths, and legends. Explain to
students that Anansi originates from the West African culture of Ashanti of Ghana.
2. Students will explore three West African Cultures: the Bambara of Mali, the Yoruba of Southwestern Nigeria, and the Ashanti
of Ghana. Students will read two more myths: How Twins Came Among the Yoruba and The Ancient Myth of the Twi Wara
(the Bambara of Mali). (Type&I)
3. Students will then take virtual trips to online photo galleries and museums to see if they can find masks that represent any of
the spirits, gods, and characters in the story. If they think they find one, they will display the picture of the mask to the class
and elaborate on their reason in linking this mask to the myth or folktale. (Type&II)
Resource links:
http://www.zyama.com/index.htm
http://africa.uima.uiowa.edu/chapters/
http://www.artic.edu/aic/collections/afr
4. Add news ideas/connections to our mask web.
Lesson 7: Masks of America

Guiding Questions: How are masks important to you? How are masks important in American culture? In what ways does
understanding a cultures identity help you interpret the origin of rituals and traditions? How do we use masks in our culture and can we
see any relationships or trends that are similar with other cultures? How do our ancestors still communicate to us today that help us to
understand who we are and where we came from?
1. Teacher will read the book, Behind the Mask by Yangsook Choi (A young boy begins to understand his grandfather through
learning about the culture his grandfathers mask). Ask: Do you think the young boy has a new appreciation for his grandfathers
mask at the end of the story?
2. Students will answer the journal prompt: How are masks important to you?
3. American traditions: Teacher will give a PowerPoint Presentation about the history of masks in America. (Why did we originally wear
masks on Halloween? Mardi-Gras, masquerade balls, circus etc.) (Type&I)
4. Students will add an additional section to our concept map on the wall about masks in America.
5. Students will make connections between cultures, rituals, and traditions. Students will be given string and they will attach the string
onto the map on the wall by physically connecting categories on the map that are linked with string.
6. Students will be handed a large sheet of poster paper where they will work in groups of four to answer:
How do we use masks in our culture and can we see any relationships or trends that are similar with other cultures?
Lesson 8: The Masks We Wear:

Guiding Questions: What is a metaphor? What does it mean to wear a metaphorical mask? Why do people feel the need to mask
themselves? How can we break down the barrier of masks? Is it necessary to mask yourself and when? Why is it important to reveal
your true self? Is masking your true self ever warranted?
1. Upon entering the room, there will be quote posted on the walls in the room. The poem, Masks, by Shel Silverstein will be centered
in the middle of all of the poems. Students will be asked to write down the quote that speaks the most to them and explain why.
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2.
3.
4.
5.
6.
Teacher will discuss a metaphor and students will have the opportunity to share their thoughts about the quotes.
Socratic Circle: Students will answer the questions Why do people feel the need to mask themselves?
How can we break down the barrier of masks?
Is it necessary to mask yourself and when?
Why is it important to reveal your true self?
Students will complete a graphic organizer about, Who I Am?
Students will then students will write the characteristics from their graphic organizer on color scraps of paper. They will then Hodge
Podge the color strips onto their neutral masks in order to reveal who they are behind the mask.
Students will choose a characteristic from their mask that they would like to physically embody through movement. Students will
perform, Who I Am? skits for one another. (Type&II)
Lesson 9: Why Masks Matter?:

Guiding Questions: What practicing professionals find masks important? How are masks from the past still communicating to us today?
How are masks from history found and handled? What materials are masks made from? How are masks displayed? How are exhibits
organized?
1. Students will work in pairs to answer the question, Who care about masks? They will generate a list of 20 to 25 professionals that
care about masks.
2. Teacher will inform students that three practicing professionals (museum curator, local artist, and an anthropologist) will be visiting us
shortly either in person or via Skype. Students will have 15 minutes to generate 5 questions, they would like to ask each practicing
professional about their jobs and if they have any connections to masks. (Type&II)
3. Students will visit career stations to see demonstration/presentation.&(Type&I)& After each station, there will be a Question/Answer
segment. Students will have 25 minutes at each station. They will take notes, videotape, or record each session to obtain information
for their PBL scenario. (Type&II)
4. After the practicing professionals leave, students will complete applications for the job of their choice and turn it into my box not later
than Friday of that week.
Lesson 10 (Performance Task): The Language of Masks Exhibit:

Guiding Questions: What skills do I need to make a mask? How can I communicate a cultures identity through creation of masks?
1. Give out rubric and discuss cultures they may choose.
2. Review PBL Scenario: In teams of three, create an art exhibit of 5-7 mask artifacts from the perspective of one culture.
3. Review process of making mask: Guest teacher: Tracy Olenick- show strategies on mask making and samples of masks. (Type&I)&&
4. Other resources for mask making techniques: (Type&II)
http://www.youtube.com/watch?v=FCiYNE_hmNg
http://artchoo.com/african-mask-project/
5. Assess finished exhibits using a scoring rubric. They will also display the exhibits in the spring art show.
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(
(
(
(
Personal Experience
Masks
Individuals(
Cultures
Informa&on
Purposes(
Deni&on(
Definition
Directions: Complete the chart to show what you know about your topic.
Write as much as you can.
Lesson One
Introduction to the Unit
Topic: Masks
Grade Level: 5th
Discipline(s): Art, History
Instructor: Shelley W. Patterson
Content Knowledge/Standards
Standards:
through
Lesson Length: 1 Hours

th

Identify societal values, beliefs, and everyday experiences expressed
through works of art
Unit Conceptual Lens: Communication
Unit Essential Understanding(s): Students understand that communication is an important

aspect of a culture.
Unit Essential Question(s): Why is communication an important aspect of a culture?
Additional Concepts (this lesson): Culture
Assessment
In this lesson, students will
Know (content): Masks used to
communicate in many cultures.
Understand (concepts/big ideas):
Communication is an important aspect of
culture, and communication often
happens through masks.
Be able to (skills/processes): Brainstorm,
categorize, generalize, and make
observations
Introduction
Teaching Methods
Guiding Question(s) for this lesson: What is communication? What are some
unconventional ways to communicate? Can art communicate? What is culture? What are
the components that make up a societys culture?
Preassessment: 1-2 weeks before students will complete a Frayer Model Diagram on the
concept of Masks.
Formative Assessment(s): Teacher observation of discussion and group participation,
journal entry, Mask Gallery Walk graphic organizer, Padlet wall, exit slip
Post-assessment: Throughout the unit, we will keep a web about masks displayed on our
wall. As we learn new purposes for the mask, materials used, and cultural understandings we will add it to our map.
Hook for this lesson:

Upon entering the room, students will hear the song, Communication, by Mae. As the
students sit, they will find a sheet of paper with the lyrics printed on them. I will direct the
students to read the lyrics as we finish listening to the song. We will discuss the meaning of
the artists lyrics in verse 6.
Direct Instruction
Concept Attainment
Cooperative Learning
Simulation
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Learning Activities
1.
2.
3.
Resources
Products
Grouping
Extensions
Brainstorming: Students will complete Concept Development Group Activity. In

groups of four, students will brainstorm, examples of the concept of
communication onto a Padlet wall. They may represent the examples of
communication with words, symbols, and/or pictures. I will ask students to think of
unusual/unconventional ways we communicate to add to the wall, too.
What kinds of things communicate?
What is it about them that communicate?
Can you think of nonliving things that communicate?
Categorizing: Once student groups have generated their list, I will ask them to
categorize the ideas into groups.
How would you categorize these ideas into groups?
Can you give each group a title?
Might some of your ideas fit into more than one group?
Brainstorming: Students will begin the procedure again, but thinking of nonexamples. They will categorize the non-examples once they generate the list.
What are some things that do not communicate?
What evidence or proof do you have that these things do not
communicate?
4.
Generalizing: Finally, as a whole group, I will demonstrate how to write a

generalization about communication from our examples, categories, and nonexamples. Once I have demonstrated it, students will work in groups to write
additional generalizations. We will record them onto our wall concept map about
communication.
5.
Teacher will ask question: What is a culture? What components make up a

culture? Show the video. http://www.youtube.com/watch?v=fvdivB5kTUU
6.
Making Observation/ Developing Hypotheses: Teacher will then reveal a

gallery of masks that are already hung (but covered up) in the room. Student will
use a graphic organizer and take a Mask Gallery Walk with a partner making
notes about what culture, circumstance/purpose, and message they hypothesize
the mask is telling them. (Type&I)
7.
8.
Debrief and add ideas to our wall web about Masks.

Exit Slip: Can art communicate?
Lyrics of Communication
Various printed pictures of Masks for Mask Gallery Walk
Recording sheet for the Mask Gallery Walk
Poster Paper
Padlet Wall with generalizations from concept attainment
Mask Gallery Walk graphic organizer
Exit Slip
Whole group: Discussion of lyrics, writing generalizations, debriefing/recording ideas onto
our wall mask web
Small group: Groups of 4: Concept Development Activity, Groups of 2: Mask Gallery
Walk
Individual: Journaling, Exit Slip
There will be a variety of extension links an interest center available for extension.
Extension Links: (discern before assigning these links to students- however, there are
many wonderful resources and activities provided)
http://africa.uima.uiowa.edu
http://www.mardigrasneworleans.com/news/news/mardi-gras-masks-aretradition.html http://art.pppst.com/masks.html
http://broadwayeducators.com/?p=1821
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http://polkmuseumofart.org/exhibitions/exhibition-development/
http://www.greektheatre.gr/greek_theater_masks_2.html
http://www.theplayersjournal.org/archive/using-the-mask/
http://ada201.weebly.com/uploads/5/6/9/6/5696091/masks_--_a_brief_history.pdf
http://masksoftheworld.com/masks/
http://www.brooklynkids.org/attachments/Masks_FIN.pdf
http://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.04.x.html
http://edsitement.neh.gov/lesson-plan/what-masks-reveal#sect-activities
http://art.pppst.com/masks.html
http://cti.itc.virginia.edu/~bcr/studentwork/jones/shell.html
http://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html
http://asianhistory.about.com/od/arthistoryinasia/ss/KoreanMasks.htm
http://australianmuseum.net.au/Masks-from-Melanesia
http://natural-history.uoregon.edu/collections/web-galleries/native-american-masksnorthwest-coast-and-alaska
http://www.way-of-the-samurai.com/Samurai-Masks.html
http://news.nationalgeographic.com/news/2014/06/140610-oldest-masks-israelmuseum-exhibit-archaeology-science/
http://ngm.nationalgeographic.com/2012/04/african-masks/galembo-photography#/07limba-devil-ghongorli-sierra-leone-670.jpg
Interest Centers:
Improvisational Center- a center will be available for students to work on their
improvisational skills. There will be a collection of masks, character descriptions, scenarios,
Readers Theatre scripts, Commedia Dellarte scripts for kids to practice their improv skills:
http://www.pioneerdrama.com/SearchResults.asp?keywords=commedia&nns=on&size=135&time=15-120&nns=on
Peking Opera Mask Center: In this center, there will be videos of Peking Opera Mask
performances, as well as, a notebook (printed PowerPoint) of what all the various colors of
the opera masks mean. Students will come to this center to make a Peking Mask to
represent their personal character traits. They will independently study the meaning behind
the colors, use the supplies (card stock, paints, etc). to create a mask, and a description of
why the colors were chosen.
(Resource link: http://www.paulnoll.com/China/Opera/China-opera-colors.html)
Differentiation/
Ascending Intellectual Demand
Throughout the unit, students will have opportunity to choose their practicing
profession, culture of focus, choice in presentation, and method of creating final
projects.
Quotes, poetry, and literature will be of varying levels, so that all students can find
literature to work with on their independent level.
Student discussions will be scaffolded, and teacher can work with students
independently as needed.
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Lesson One: Scripted
Introduction to the Unit
Hook:
As students enter the room, the song, Communication (by Mae), will be playing aloud. On each desk, I will have placed
a printed copy of the lyrics. (As each student comes into my room) Boys and girls, please find your name plate and
notice there are a set of lyrics and a highlighter on your desk. Please take a moment and read over the lyrics as you
listen to the song play. You do not need your highlighter right now, we will use those in just a moment.
(Once the song has finished playing, I will say to my students-) In this song, the artist continuously sings about
communication. Lets look back at the lyrics. Can you find and highlight the verse where, he says:
Communication is calling us, it's all in us,
A celebration, for you and me, and the universe,
Our destination, oh,
(How we find the answer)
When we search beyond ourselves, you know we always learn
(We've become so clever)
Let our walls crumble and burn away,
(We can change forever)
Can we lend a better hand then the one that we've been?
What does the artist mean by, Communication is calling us, its all in is. A celebration, for you and me, and the universe,
Our destination, oh, How we find the answer? I am going to give you about 3-4 minutes to turn and talk to your group
about what you think the artist means by these lyrics. You may jot down its meaning on in the margins of the paper if you
would like. You only need one secretary to record the groups ideas, unless you have differing opinions. (I will set my
timer, which my students are accustomed to, and after 3-4 minutes, say:). Okay, boys and girls, what do you think the
artist meant? (Each group will have a representative read their responses). All of your responses are wonderful, this song
may have different meanings to different people. However, I agree with many of you that the artist was saying that
communication is a very important part of our everyday lives and not only for us, but he says for the universe. Look at
what he says a moment later, How we find the answer when we search beyond ourselves, you know we always learn. It
is almost like the artist and I are kindred spirits, because I agree communication is a very important part of who we are,
how we learn, and it tells us about things that are beyond our personal lives.
Concept Attainment:
Over the next several months, we are going to be exploring the world of communication, and how it plays a very present
and important part of our lives. Sometimes, we dont even realize how big of a role communication plays in our lives. But,
just think about it communication occurs in almost everything we do- ALL DAY LONG! Are there times when it is
challenging to communicate with others? When? Why? (Wait for responses.) You guys are right. Communication can be
challenging when you speak different languages or have other interferences.
I am going to divide you all into groups of four. I will come around and give you an animal. If you are a lion, go to table 1.
If you are a monkey, go to table 2. If you are an otter, go to table 3. If you are a panda, go to table 4. If you are a
parakeet, go to able 5. Finally, if you are a platypus, go to table 6. We are going to do an activity, where we are going to
think a little bit deeper about communication. Please choose one person in your group to be the secretary for this activity.
Secretaries you will see that each group has a laptop and there is a web tool called Padlet pulled up on the screen. If you
will watch me, I am going to show you how to use Padlet. First of all, you can click anywhere on the wall of Padlet and a
vritual sticky note comes up. You are going to click on the wall, and in the first space, type in your groups animal name.
Then, you are going to type in the box a response to the question (after you have discussed it as a group). I will be
walking around to listen to your discussions. I am only going to give you about 6-7 minutes complete this task, so stay
focused. Once your group has completed your sticky note, hit enter and it will show up on the SmartBoard. If you cannot
see someones sticky note come up, please refresh your computer, and it will pop up. You may also post pictures of your
ideas. (I will demonstrate as I talk, and it will show up on my SmartBoard) If you would like to add pictures, you need to
move your mouse on the bottom of the sticky note. Do you see the icon that looks like a figure eight with a line through it?
If you want to add a picture to your wall, you may open the Google search engine, search for images you think illustrate
the idea of communication, then click on the image, copy the url to the picture (not the site), and paste it into where that
icon is on the virtual sticky note. Just like this (I will add a picture of a music note.) Really awesome, isnt it? Remember
you have to answer two parts. The prompt says if you had to define the word communication what would you say?
What is communication? Make sure your whole group discusses the answers before typing it into Padlet. Any questions?
You may start. (Probable responses: Communication is talking or sending a message to someone else. Communication
is how people transfer information through spoken language, etc.) Now, I will have posted an additional prompt. I see you
all are posting some perfect examples. But, I want you to think a little deeper. What are some unusual or unconventional
ways of communication? For example, does communication always happen through word of mouth? Can non-living
things communicate, too? Give me some examples of nonliving things that communicate? (Allow time, 5 minutes, for
student responses on Padlet wall.) Wow, you all have some great ideas of things that communicate. I think we are all
starting to understand why Mae describes communication as our destination, because it is a very important part of our
everyday lives and who we are, isnt it?
What I would like for you to do now, is to look at all of the examples of the Padlet wall. I would like for your groups to see
if you can create categories or groups for your examples and ideas to go into. You may use your ideas or borrow others
ideas from the Padlet wall. You are not going to type this part into Padlet. You are going to categorize it onto a blank
sheet of paper. You may want to make a graphic organizer to well, organize you ideas! For example, we have already
talked about how both living and nonliving things communicate. So, that would be two separate categories. I may put
teachers, friends, animals, and family into the living category. Then, I could put books, computers, instruments, and
music into another category titled- nonliving things. I would like for you to take five minutes with your group and see if
you can think of additional categories. Understand? Okay, brainsTHINK! (Put five more minutes on my timer. Once time
is up, say:) Tell me some of your categories, and I will write them on this poster paper. (Some examples may be: art,
language, writing, technology, body language, entertainment etc.)
Now, boys and girls, lets really see who wore their thinking caps today. Now, we are going to brainstorm some nonexamples of communication. This one is going to be a little more challenging to answer. But, think of things that do not
communicate? Ask yourself: What evidence do you have that these things do not communicate? For example, do all
nonliving things communicate? I know this one is a little more brain boggling, but try to think of 5-6 non-examples and
post it onto our Padlet wall. I am going to give you 5-7 minutes. Ready? Begin. (I will start with five minutes and check in.
If they need an additional two minutes, I will allot it to them.) Okay, by looking at your responses. I can see that most of
you typed in objects that definitely do not communicate. What does this tell us about communication? (Wait for
responses). You are right most things communicate- that is why thinking of non-examples was more challenging. Are
there any subgroups or categories, we could place these objects in? (Wait for responses. I will list groups/categories on
the board).
Okay, the last task for us to do with these brainstormed ideas we have created is to use them to write generalizations
about communication. You will use the categories/groups to write your generalizations, not the examples and nonexamples. A generalization is a broad statement that can apply to many examples. For example, what broad statement
could I say about living and non-living things and communication? I could write (I will write this on the board as I say it-)
Both living and nonliving things communicate. Does that apply to many examples? Yes! Okay, lets try one more. Lets
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use the category of entertainment. Who communicates through entertainment? You are right actors do, screen writers,
musicians, and film directors. Good! Could we group them into people? Okay. So, could we say, People communicate
through entertainment or Entertainment communicates peoples ideas? Now, I would like you to try to think of 3 or four
generalizations in your group. I am going to come around and give you a sheet of poster paper and a marker, so choose
a new secretary to record your ideas. You will have about 7 minutes to do this activity. (I will start the timer for 7 minutes.
At the end of the lesson, we will share our ideas. We will post them on the wall.) We are going to post our generalizations
on the wall. As we learn new ideas through this lesson, we are going to add to our wall. You will find throughout this unit,
that lots of ideas are going to connect, so we may need to reorganize and create new groups or new generalizations.
Mask Gallery Walk:

Okay, everybody. We are going to shift gears for a moment. I am going to show you a video clip. As you watch this clip,
you will see lots of diverse groups. As you watch, I want you to be thinking about the answer to these questions, What is
culture? and What components mask up a culture?
Show the video: http://www.youtube.com/watch?v=fvdivB5kTUU (After the video is over, say:) I just love that clip. The first time I
watched it, I actually teared up. In this video, how did the different cultures communicate? Yes, dance. So, lets talk about
what we were supposed to think about. In this clip, could you tell there were cultures represented that were different from
your culture and the culture of others in the video? So, what is culture? (Allow response time- teacher will write idea onto
poster paper). I can tell that you guys think a culture is what your wear, eat, believe, the house you live in, etc. So, what
components mask up a culture? Lets try to group your ideas into larger categories. (Allow response time- teacher will
write it on poster paper and add it to our wall).
In this unit, we are going to explore communication and culture through the topic of masks. Last week, when I gave you a
chart to fill out about masks, I see that most of you think masks are for scaring people on Halloween and to make horror
films. But, masks are actually present in almost every culture in the world. In fact, in the video we just watched there were
several masks shown, werent there? Everyone look around the room, do you see those black sheets of paper hanging
up? In just a minute, I am going to assign you a partner, so you do not have to worry about finding one. Then, I am going
to uncover 12 masks that are used in cultures around the world, for differing purposes, and they all communicate
something about their culture. You and a partner are going to make hypothesize about which culture you think the mask
originated from, the purpose or circumstance in which the mask would be used, and the message you think it would
send. For example, do you think it sends a message of warning, honor, celebration, or humor? Many of these masks are
going to look quite unusual to you, and right now you may not have a lot of schema about it, but you and your partner do
the best you can. You will have 30 seconds at each mask. Are you ready? (I will assign partners, give them a clip board
with a graphic organizer attached. Students will take the Mask Gallery Walk and indicate ideas on their paper. Once
time is up, I will say:) Okay, everyone- please find a seat anywhere in the room with your partner. Now, I am going to
walk around the room, point to each mask, and you can tell me what you thought about it. I am not going to reveal the
answers to you today. We are going to actually study each of these masks, and at the end of the unit, I am going to let
you adjust your answers. I bet you are going to be surprised at how you will not only be able to tell me what culture each
mask comes from, but also how it communicates a message about the culture and who they are as a society. You do not
have to wait until the end of the unit to change your answers about these masks, as you learn, feel free to make new
notes. Please place your graphic organizer into you or your partners notebook, and we will revisit it as needed.
Debriefing:
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Wow, you all have discussed a lot about communication and culture. Do you all agree that communication is an important
aspect of a culture? Yes, I do, too. We are going to be exploring this concept more in depth each week. (I will post this
generalization on the wall). On this wall, I am also going to write the word, Masks. I have documented many of the ideas
that you discussed on your Frayer Models last week. Lets review many of your ideas. (Class discussion of ideas). As we
learn new ideas through our investigation, it is very important that we document it on our wall. At the end of this unit, you
will be given the opportunity to act as a practicing professional and create an art exhibit to communicate what your have
learned about the cultures identity. (Give them the Unit Narrative and the Culminating Performance Task Assignment).
We will talk more about the details of your final project, next week. However, it is important for you to understand that you
are going to be conducting research and investigations throughout the next several months, which will help you with your
art exhibit. So, please make sure you are documenting new ideas on our class web a priority. Does everyone
understand? Please take these two forms home to share with your parents, and let them know that you many bring
resources from home, however, the culminating task will be completed at school.
Unfortunately, it is about time to go. However, I have one last question for you to answer. I am going to come around and
give you a sticky note. On it, I would like you to answer the question, Can art communicate? Please make sure to
elaborate on your answer and do not just write yes or no. Then, write your name at the top, and stick it on the
laminated poster paper for 5th grade on your way out the door. I am so excited about this unit, and I hope you are, too. I
will see you next week!
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Lesson Two
The Neutral Mask

Topic: The Neutral Mask
Grade Level: 5th
Lesson Length:
Discipline(s): Art
45-60 minutes
through
Standards:
th

Utilize the elements of art and principles of design and the structures and
functions of art to communicate personal ideas.

th
Unit Essential Understanding(s): Students understand that communication is an important

aspect of a culture.
Unit Essential Question(s): Why is communication an important aspect of a culture?

Additional Concepts (this lesson): Culture
Guiding Question(s) for this lesson: In what ways can you communicate without using
spoken language? Can you reveal a message while hiding? How do actors use neutral
masks in order to communicate more effectively to their audience?
Assessment
Know (content): Neutral masks are used in
theatre and various cultures to communicate
more effectively.
Communication is presented in many ways and
is an important aspect of culture.
Be able to (skills/processes): Make
observations, list attributes, expand on
originality and elaboration, and engage in
metacognition.
Introduction
Teaching Methods
Formative Assessment(s): Teacher observation of discussion and group participation of

creative dramatics, journal entry

Class will read quote, The neutral mask can lead an actor to reject his habitual identification
in favor of a deeper, simpler understanding of his powers of expression. (By Philip Zarrilli)
Class will discuss how when using masks you can no longer communicate with speech or
facial expressions, and therefore, you need to expand your vocabulary of what it means to
communicate. You must focus on the most intricate movements of body language in order to
communicate your message. The teacher will ask, In what ways can you communicate
without using spoken language?
Demonstration/Modeling
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Learning Activities
5.
Coaching
Visualization
Making Observations/Creative Dramatic (Warm-up): Students will work on
communicating a message without any speech used. Students will be broken into
two groups: Group A and Group B. One student from Group A will draw a word
from two separate bowls (one bowl containing adjectives, and the other containing
an animal). Then, Group A students will move throughout the room communicating
both the adjective and the animal by transforming their body language
communicate the message while Group B students observe and take notes. Then,
someone from Group B will draw an adjective/animal from the two bowls and
move throughout the space depicting that animal/adjective while Group A
observes and take notes. (Example: ferocious dog, playful frog, or an injured fox).
(Type&I)
Listing Attributes/Creative Dramatic (Debriefing/ Process discussions):
Students will sit in one large circle. We will discuss how is felt to participate in the
warm-up, how we utilized body language to help us communicate, and how it
would have been different if we were not allowed to use facial expressions to
communicate the animal or activity. Teacher will ask the students to share some of
their observations of what they saw as others communicated the messages.
Originality/ Elaboration/ Creative Dramatic (Dramatic Activity): Students will
learn how to communicate with masks in theatre using the neutral mask. Teacher
will ask students to think of cultures that may use a neutral mask. Do we ever see
individuals using neutral masks in our culture? They will develop tableau using
neutral masks to perform for the class. In groups of 3-4 people, using the neutral
masks, create a frozen tableau, which expresses an emotional state (e.g. fear,
pride, aggression, joy). Hold for a count of 5. Show the class. Discussion of what
tableau they were showing, and what communicated the message. Create a
statement of the exact opposite emotion (e.g. bravery, modesty, timidity, misery).
Hold for a count of 5. Ask the class, What changed within the actors body
language that communicated a new tableau? (Type&II)
Metacognition/ Creative Dramatic (Debriefing/ Journaling): Students will write in
their journals reflecting on how it felt to redefine communication by taking away
facial expressions and communicating solely through their bodies. Answer the
questions: 1). How did using a neutral mask help you communicate your tableau
more effectively? 2). How did wearing the mask pose challenges for you in
terms of communicating to your audience? 3). Can you reveal a message while
hiding?
Debrief the day: Add new ideas/connections to our mask web.
Laminated Animal Charade Cards

Laminated Adjective Cards
Laminated Tableau Cards
Journal Entry
1.
2.
3.
4.
Resources
Products
Grouping
Whole group: Creative Dramatic Warm-up, Debriefing process discussions

Small group: Creative Dramatic Tableau (groups of 3-4)
Individual: Journaling
Extensions
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Interest Centers:
Differentiation/
projects.
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THINKING SKILL # 1: CREATIVE DRAMATICS

Hook:
Class will read quote, The neutral mask can lead an actor to reject his habitual identification in favor of a deeper,
simpler understanding of his powers of expression. (By Philip Zarrilli) Class will discuss how when using masks
you can no longer communicate with speech or facial expressions, and therefore, you need to expand your
vocabulary of what it means to communicate. You must focus on the most intricate movements of body language
in order to communicate your message. The teacher will ask, In what ways can you communicate without using
spoken language? Teacher will record their answers on poster paper.
Warm-Up Activity:
Okay, boys and girls Now that we have come up with this list of ways people communicate beyond spoken
language, we are going to delve a little deeper into the idea of using body language to communicate. As you see
in my hand, I am holding a mask. How would you describe this mask? Teacher will wait for students to respond.
You are exactly right! This mask is plain and boring. In theatre, many actors and actresses use this mask to train
themselves how to communicate more effectively on stage. Now, we are not going to use the neutral mask right
away, because I first want you to make observations about how we use our facial expressions to communicate
messages without using spoken language. We are going to participate in creative dramatics today. I know for
some of you it is going to push you outside your comfort zone, but I think if you just focus on the task it will
become easier as you go. When you are participating in creative dramatics, you are going to use something called
improvisational skills- in the entertaining world many call it improv. What that means is that there is not a right
answer or a script, you have to use your imagination and visualize what you would think you should do and then,
physically embody what you have envisioned. We have already participated in some forms of creative dramatics
this year, but today I am going to introduce you to a new activity. First of all, I am going to split everyone into two
groups: Group A and Group B. Teacher will walk around and assign each student a group. Here is what is going
to happen: First Group A will participate in creative dramatics, while Group B observes and takes notes about how
they see their classmates communicating a message. Now, do not worry about anyone mocking you or teasing
you, because we are all a family and we are going to respect and support each other. Plus, the roles will reverse
in a minute, and I know that they will want the same respect when it is their turn to practice imrprov. One person
from Group A will come up two the two jars on my desk. In one jar, there are cards of pictures of animals, and in
the other, there are adjectives written on them. What the leader will do is choose two cards, read them, and then
share the cards with the group. For example, they may pull out a picture of a penguin and the adjective lonely.
Once, everyone in the group understands the two words the leader pulled from the jar, it is their job to transform
into the phrase (i.e. lonely penguin). Once they transform their face and body, they must move throughout the
space while Group B observes what they see, as well as, writing down guesses about what adjective/animal they
are embodying. So, actors you may ask yourself How would this animal move normally? How would they
move if they were lonely? How do I need to manipulate my body and face to take on that character I am trying to
play? How should I interact with other animals that feel this same way? Remember you CANNOT use spoken
language or even sound effects. You must communicate to Group B who you are completely using
unconventional methods of communication. Once Group A has had ample time to move through the space, we
will reverse roles. We will do this process a couple of times, so that you may have opportunity to observe several
times. You guys ready? Group B get your journals ready. Group A, go to my desk area to draw your
adjective/animal. After each group has gone at least twice. Great work boys and girls. I, too, was jotting down
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what I saw in terms of communication. Everyone, please grab your journals and lets form a circle in the middle of
the space. Everyone may sit where you are.
Debriefing:
Who would like to start off by sharing how it felt to participate in communicating without using spoken language?
Student responses. What did you have to rely on to communicate your animal character? Student responses Did
the spectators have trouble figuring out who you were? Student responses Now, lets see if we can make a list of
what we observed the actors doing as they moved through the space? Students will share observations while
teacher documents them on poster paper. Great! You all made lots of observations. You all noticed what I did.
Without language, you heavily have to rely on movements of the eyes, face, and body. When you take away
language, you notice more of the micro-movements of the actor. I noticed I was definitely keying into peoples
eyes. But, what if I took your facial expressions away, too? How might that present even more challenges? What
might you all have done differently? Student responses.
Creative Dramatic Tableau:
Teacher will go and retrieve the neutral masks and pass one out to each child. I would like all of you to take a
minute and look at the mask in your hand. Earlier, you described the mask as plain and boring, but many actors
and actresses use these masks to communicate more effectively on stage. What sort of challenges would using
these masks present? And, how would it Help actors? Student responses. Well, these masks have a name- it is
called the neutral mask. What makes it neutral? You are right! They do not show any expression or emotion. They
are neutral- which means neither happy, sad, worried, scared, or dumbstruck. Can anyone think of a culture or
even a time in our culture when you have seen a mask like this used? Yeah- Jason on Halloween has a sort of
neutral mask. I think that is what makes him so creepy. But, think about mimes. No- they do not technically wear a
mask. But, they paint their faces white and often do not show facial expressions. Believe it or not, I have trained
using neutral masks. I actually have a degree in theatre, and when I was studying to become an actress I had
challenges morphing my body into a new character. I want you guys to think for a second. If you were in Walmart
and you saw a women walk in, but you couldnt see her face- but, you KNEW it was your grandmother. How did
you know? Believe it or not, we memorize each others body movements. When you are trying to become a new
character, it is challenging to transform the way you normally move into the way a new character moves. Often
times, we think if we have a grumpy face- then, people understand we are grumpy. But, if you are truly grumpy
does just your face change? No way! Your entire body morphs. Right? So, today we are going to see why so
many cultures on stage and off stage use masks for this purpose to reveal messages in unique ways. I am going
to divide you into groups of four. Do not worry, because I have already designated the groups. In this group, you
are going to be given two words that have opposite meanings. In your group, you are going to create two separate
tableaus. Teacher will write tableau on the board. A tableau is a dramatically striking scene. So, you and your
group are going to have to put on your neutral mask and convey the message of the first word by creating a
frozen dramatic scene. You will have to put great emphasis on body language to convey the message. But, once I
say freeze- You may not move. It has to be a frozen dramatic scene. You will hold the first scene for 5 seconds,
and then when I say scene two- you will slowly move into you second scene to portray the opposite meaning.
Again, no movement is allowed once I say freeze. After each group goes, we will stop for a moment to discuss
what we observed, how their body movement made an impact, and how we saw their body language change
when the message changed. Does everyone understand what to do? I will give you 10 minutes to work in your
groups to brainstorm and practice your two tableaus, and then we will return to our circle. I will be walking around
to coach anyone that is having a stumbling block. Any questions? Teacher divides them into groups and passes
out tableau cards. After 10 minutes, okay boys and girls, time is up. Please return to the circle and group 1 come
into the center to perform. Everyone, please pay close attention to how they use their bodies to communicate in
the tableau scenes. Also, does the neutral mask assist you into paying closer attention to body language both as
the actor and audience? Each group will perform and discussions will take place.
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Journaling:
You guys have done a wonderful job today! I could see that several of you had a moment where you felt
uncomfortable throughout this process, but I am proud of you for pushing through and having new experiences.
What I would like for you to do now is to collect your journal. I want to reflect on what we have done today, and
about what we have learned about communication. On the board, I have written several questions to probe your
mind. I would like you to read the questions, and choose two to respond to in your journals. Try to think about your
process of thinking today and what steps you had to go through when answering these questions. Once you are
finished, please leave your journal on your desk for me to read if you would like to share. You may either
participate in one of the interest centers or complete minute minders on my board if your finish early. I hope you
are as excited as I am about this unit on masks. I cannot wait for you to see what wonderful things you will be
learning about in the next few weeks.
Students will write in their journals reflecting on how it felt to redefine communication by taking away facial
expressions and communicating solely through their bodies. Answer the questions: 1). How did using a neutral
mask help you communicate your tableau more effectively? 2). How did wearing the mask pose challenges for
you in terms of communicating to your audience? 3). Can you reveal a message while hiding?
&
&
&
&
&
&
&
&
&
&
&
&
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Lesson Three
&
Masks of Ancient Greece
Topic: Masks of Ancient Greece
Grade Level: 5th
Lesson Length:
60-80 minutes
Standards:
th

8 Grade ALCOS # 1:
Explain how artifacts and other archaeological findings provide evidence of
the nature and movement of prehistoric groups of people.
8 Grade ALCOS # 4:
Identify cultural contributions of Classical Greece, including politics,
intellectual life, arts, literature, architecture, and science.
through
th
th

Unit Essential Understanding(s): Students understand that communication provides a
means of understanding a culture's identity.
Unit Essential Question(s):
How does communication provide a means of
Additional Concepts (this lesson): Cultures Identity
Guiding Question(s) for this lesson: How does the construction of a mask help the
audience interpret different meanings? Why were masks so important in Ancient Greek
theatre? How do the masks of Ancient Greek theatre help us to understand the gender
roles in their society? What do the masks of Ancient Greek theatre communicate about
societal traditions and rituals during that time in history? How do the masks of Ancient
Greece help communicate its cultures identity?
Assessment
Know (content): The Ancient Greek Culture
used masks in theatre performances to
communicate the character, purpose, and
meaning of the play.
Communication provides a means of
understanding a cultures identity.
Be able to (skills/processes): Compare and
contrast, see relationships, and make
decisions.
Introduction
Teaching Methods
Formative Assessment(s): Class discussion of Theatre of Dionysus, Venn-diagram, an

3-2-1 Exit Slip
wall. As we learn new purposes for the mask, materials used, and cultural understandings
- we will add it to our map.
Hook for this lesson: Students will look at a picture of Theatre of Dionysus. Groups of
four will have a discussion of How theatres have changed over time?
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Learning Activities
Resources
Products
Grouping
Extensions
1.
Strategy-Based Instruction
Independent Investigations
Comparing and Contrasting: Students will research the use of masks in Ancient
Greece theatre. While researching, they will use a Venn-Diagram to compare and
contrast the purpose, design and structure of masks for use in comedy vs. tragedy
vs. chorus masks. (Suggested site:
www.richeast.org/htwm/Greeks/theatre/actors.html (Type&I)
2. Seeing Relationships/ Decision Making: Once students have an understanding for
how Ancient Greek theatre masks were used for communication, teacher will hand
each group envelopes of pictures of Ancient Greek Mask and a compilation of
modern poems. Students will read the poems and choose appropriate masks that
actors may have worn if this poem was performed in the Theatre of Dionysus during
Ancient Greek times. (Type&II)
3. Debrief the day: Add new ideas/connections to our mask web.
4. 3-2-1 Exit Slip: Tell me Three things you know, Two things that surprised you, a
and one question you have about Ancient Greek Masks.
Picture of Theatre of Dionysus
Venn- Diagram Graphic Organizer
Modern Poems
Assortment of pictures of Ancient Greek Masks
Venn- Diagram
3-2-1 Exit Slip
Whole group: Adding ideas to the Mask Web
Small group: Discussion of Theatre of Dionysus (pairs), Matching theatre masks to
modern poetry (groups of 4), Venn-Diagram Activity (groups of 4)
Individual: 3-2-1 Exit Slip
http://ngm.nationalgeographic.com/2012/04/african-masks/galembophotography#/07-limba-devil-ghongorli-sierra-leone-670.jpg
Interest Centers:
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improvisational skills. There will be a collection of masks, character descriptions,
scenarios, Readers Theatre scripts, Commedia Dellarte scripts for kids to practice their
improv skills:
represent their personal character traits. They will independently study the meaning
behind the colors, use the supplies (card stock, paints, etc). to create a mask, and a
description of why the colors were chosen.
Differentiation/
projects.
Quotes, poetry, and literature will be of varying levels, so that all students can
find literature to work with on their independent level.
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Lesson Four
Masks of China
Topic: Masks of China
Grade Level: 5th
Lesson Length:
Discipline(s): Art, History, Technology
50-60 minutes
Standards:
th
8 Grade ALCOS # 12:

Describe China's influence on culture, politics, and economics in Japan,
and Southeast Asia.


Korea,
through
th

Unit Essential Question(s): How does communication provide a means of understanding
a cultures identity?
Additional Concepts (this lesson): Cultures Identity, Celebrations, Rituals, and
Ceremonies
Guiding Question(s) for this lesson: What are celebrations? What are rituals? How did
Chinese culture incorporate masks in their beliefs, celebrations, rituals, and ceremonies?
What do these masks tell us about Chinese culture?
Assessment
Know (content): Masks are an extremely
important part of communication in Chinese
culture, and they are intertwined throughout the
culture revealing much about the cultures
identity. Masks are used for very specific
purposes in Chinese culture, and various
masks have differing purposes.
Understand (concepts/big ideas): Masks are
used to communicate Chinese beliefs,
celebrations, rituals, and ceremonies, which
helps us to understand their cultural identity.
Be able to (skills/processes): Identify
characteristics, judge essential and incidental
evidence, judge the accuracy of information,
summarize, and create an original product.
Introduction
Formative Assessment(s): Observations of group discussions and research, discussions

of information gathered on the graphic organizers and iFunFace Animations
Hook for this lesson: Upon entering the room, an animated mask will be talking
to the students explaining a brief history of the importance of masks in Chinese
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culture. At the end of the animation, the mask will then tell the students which groups
they are working in and give them directions.
Teaching Methods
Learning Activities
Resources
Products
Grouping
1. Identifying Characteristics/Judging Essential and Incidental Evidence,
Juding the Accuracy of Informaiton: Students will jigsaw the purpose and
cultural meaning behind various Chinese masks (exorcising masks, Tibetan
masks, sorcerers' masks in Yunnan and Guizhou, Shamanic masks and
dramatic masks etc.) Students will first organize into five separate expert
groups studying the sub-categories listed above. They will fill out a graphic
organizer about their mask, its purpose, and how it was used to communicate
within Chinese cultural. (Type&I)
2. Summarizing: Students will use the information from the graphic organizer to
write an informative paragraph about their mask in their journal.
3. Creating: Students will remain in their expert groups, and use the App
iFunFace to capture photographs of Chinese masks, animate the masks to
talk, and then record the information they have learned about their mask.
(Type&II)
4. Then, students will take their individual animations back to secondary groups,
and share their expertise with new group. Students will document what they
learned on their graphic organizers, and glue them in their notebooks.
5. Debrief the Day: Add new ideas/connections to our mask web.
iPads
iFunFace App downloaded for each iPad
Graphic organizer
Research materials/ sites about exorcising, Tibetan, sorcerer, shamanic masks,
and dramatic masks: http://traditions.cultural-china.com/en/16T34T135.html
http://traditions.cultural-china.com/en/16T34T135.html
(BE DISCERNING WHEN GATHERING THESE MATERIALS)
iFunFace animations
Completed graphic organizer
Informative Paragraph in Journal
Whole group: Adding new ideas to our Mask Web
Small group: Jigsaw (groups of 4-5)
Individual: Actual construction and sharing of iFunFace animations
Extensions
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Interest Centers:
improv skills:
Differentiation/
projects.
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Lesson Five
Masks of Italy
Topic: Masks of Italy
Grade Level: 5th
Discipline(s): Art, Drama, Science, Technology Instructor: Shelley W. Patterson
Lesson Length:
Two 60 minute sessions
Standards:
Use technology tools to organize, interpret, and display data.
9th - 12th Grades Anatomy and Physiology Elective #15:
Identify physiological effects and components of the immune system.
through
th


Unit Essential Question(s): How does communication provide a means of
Additional Concepts (this lesson): Cultures Identity, Humor, Origins, Comedy
Guiding Question(s) for this lesson: What are origins? What is humor? Why is comedy
needed? What is improvisation? How was humor communicated through masks in Italian
culture? How has humor changed over time? How Commedia Dellarte influenced humor
in modern culture? What professions care about improvisation? How does communication
provide a means of understanding a cultures identity?
Assessment
Know (content): Commedia Dellarte is an art
form that is hypothesized to have been created in
response to the Bubonic Plague. The art form of
Commedia Dellarte has influenced many of our
modern day entertainment.
Understand (concepts/big ideas): The masks of
Commedia Dellarte help us to understand the
identity of Italian culture, how comedy originated
from this culture, and why comedy is needed.
Be able to (skills/processes): Interpret, recognize
attributes, see relationships, use imagery, utilize
inductive thinking, and become create original
ideas with ease.
Formative Assessment(s): Teacher observations of class discussions, teacher

observations of participation in creative dramatics and character work/skits, and journaling
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Introduction
Hook for this lesson: Students will watch a clip from The Three Stooges:
http://www.youtube.com/watch?v=PdBvBtdbQpw
Teacher will reveal to students that this type of entertainment originated from Commedia
Dellarte. Teacher will explain that as we explore the world of Commedia Dellarte- they
need to be thinking of other ways Commedia Dellarte has transformed and translates into
modern entertainment.
Teaching Methods
Learning Activities
Resources
Products
Grouping
Direct Instruction
Simulation
1. Students will become familiar with the impact of the Black Death on Italian
culture. They will watch two clips
http://www.youtube.com/watch?v=pRZYb2Jl22g and
http://www.youtube.com/watch?v=DyE8z_Ztifc (Type&I)
2. Interpretation: Teacher will give out copies of Ring Around Rosy rhyme.
There will be a discussion of what the true meaning of the rhyme meant and its
relationship to the Bubonic Plague.
3. Teacher will pose the questions: What is humor? Why would humor become a
necessity during this time? Students will discuss the need for humor.
4. Recognizing Attributes/Seeing Relationships/Imagery: Teacher will
introduce the characters of Commedia Dellarte by providing each student a
character description of each mask and showing them the mask. Play video
http://www.youtube.com/watch?v=h_0TAXWt8hY Ask them if they saw any of
the same comedic techniques in this video that was similar to the comedic
techniques in The Three Stooges clip. Discuss the similarities. (Type&I)
5. Inductive Thinking: Introduce the ideas of slapstick and improvisation. Ask,
Who cares about improvisation? Brainstorm professions that incorporate
improvisation making a Popplet map.
6. Flexibilty/Originality/Imagery: Guest teacher: Daydrie Hague. Students will
learn how to move their bodies to embody the characters. Students will learn to
improvise and delve into the world of Commedia Dellarte by performing skits.
Assign students Commedia Dellarte characters. Give students scenarios and
students have to interact with one another in character. (Type&II)
7. Students will write in their journals, answering the prompt: How has the
influence of Commedia dellarte impacted my life in modern times?
8. Debrief the lesson: Add new ideas/connections to our mask web.
Black Death video clips (2)

Ring Around the Rosy lyrics
Commedia Dellarte clip
Commedia Dellarte character descriptions
Three Stooges Clip
Creative Dramatics scenarios
iPads (1 per small group)
Popplet App downloaded on each iPad
Skits
Journals
Popplet Map
Whole group: Adding new ideas to our Mask Web, Class discussions of Black Death,
Improvisation, and Commedia Dellarte characters, Creative Dramatics: Character Work
Small group: Discussion of need for humor (groups of 4), Character Work (partner work),
and Popplet map (groups of 4)
Extensions
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Interest Centers:
improv skills:
Differentiation/
projects.
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Lesson Six
Masks of West Africa

Topic: Masks of West Africa
Grade Level: 5th
Lesson Length:
Discipline(s): Art, Reading
45 minute session
Standards:
Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of vents (e.g., the quest) in stories,
myths, and traditional literature from different cultures.
Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale,
myth, poem).
through
th


Unit Essential Question(s): How does communication provide a means of
Additional Concepts (this lesson): Cultures Identity, Beliefs, Ceremonies
Guiding Question(s) for this lesson: What is a belief? What aspects of nature do many
African cultures incorporate into their belief systems? Why do many people of Africa wear
masks during spiritual ceremonies? Are the masks necessary? What are folktales, myths,
and legends? Do you think every aspect of African culture is communicated through
masks? How does communication provide a means of understanding a cultures identity?
Assessment
Know (content): African culture communicates
many of their beliefs through masks, which can
be a representation of their myths, folktales, and
legends.
Communication provides a means of
understanding three West African tribes cultural
identity and belief systems.
Be able to (skills/processes): Compare and
contrast, See relationships, recognize attributes,
make observations, and think inductively.
Formative Assessment(s): Teacher observations of class discussions, and journal entry

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Introduction
Hook for this lesson: Teacher will read the West African tale, Anansi and the MossCovered Rock- retold by Eric A. Kimmel. Teacher will ask the students if they believe this
story to be true? Students will define the meaning of folktales, myths, and legends.
Explain to students that Anansi originates from the West African culture of Ashanti of
Ghana.
Teaching Methods
Learning Activities
Resources
Products
Grouping
Extensions
Direct Instruction
Jurisprudence
Collaborative Learning
1. Students will explore three West African Cultures: the Bambara of Mali, the
Yoruba of Southwestern Nigeria, and the Ashanti of Ghana. Students will read
two more myths: How Twins Came Among the Yoruba and The Ancient Myth of
the Twi Wara (the Bambara of Mali). (Type&I)
2. Compare and Contrast, Recognizing Attributes, Making Observations,
Inductive Thinking, and Seeing Relationships: Students will then take virtual
trips to online photo galleries and museums to see if they can find masks that
represent any of the spirits, gods, and characters in the story. If they think they
find one, they will display the picture of the mask to the class and elaborate on
their reason in linking this mask to the myth or folktale in their journals. (Type&
II)
Resource links:
http://www.zyama.com/index.htm
http://africa.uima.uiowa.edu/chapters/
http://www.artic.edu/aic/collections/afr
3. Debriefing the Day: Add news ideas/connections to our mask web.
Book: Anansi and the Moss-Covered Rock- retold by Eric A. Kimmel

Journals
Printed version of How Twins Came Among the Yoruba and The Ancient Myth
of the Twi Wara (the Bambara of Mali) (YOU MAY NEED TO CHANGE SOME
OF THE WORDING IN THESE STORIES TO CENSOR FOR 5TH GRADE)
Resource links
Journal Entries/ Printed Photographs of the Masks
Whole group: Reading of Anansi and the Moss-Covered Rock- retold by Eric A. Kimmel
and discussion
Small group: Virtual Field Trip Discussion (partner work)
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Interest Centers:
improv skills:
Differentiation/
projects.
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Lesson Seven
Masks of America
Topic: Masks of America
Grade Level: 5th
Lesson Length:
Discipline(s): Art
45-60 minutes
Standards:
through
th

Unit Essential Understanding(s): Students understand that a culture's identity is

essential in interpreting the origin of rituals and traditions.
Unit Essential Question(s): In what ways does understanding a cultures identity help
you interpret the origin of rituals and traditions?
Additional Concepts (this lesson): Cultures Identity, Origin, Rituals, and Traditions
Guiding Question(s) for this lesson: How are masks important to you? How are masks
important in American culture? In what ways does understanding a cultures identity help
you interpret the origin of rituals and traditions? How do we use masks in our culture and
can we see any relationships or trends that are similar with other cultures? How do our
ancestors still communicate to us today that help us to understand who we are and where
we came from?
Assessment
Know (content): Many of the traditions of
American Mask Culture originates form other
cultures, and we are all connected in many of our
cultural practices.
Understand (concepts/big ideas): Understanding
various identities of other cultures can help you
interpret the origins of American rituals and
traditions.
Be able to (skills/processes): Discriminate the
same and different, see relationships, make
decisions, identify points of view, summarize,
and compare and contrast.
Introduction
Formative Assessment(s): Teacher observations of class participation in making

connections on the mask map, teacher observations of discussions,
Post-assessment: Throughout the unit, we will keep a web about masks displayed on
our wall. As we learn new purposes for the mask, materials used, and cultural
understandings - we will add it to our map.
Teaching Methods
Learning Activities
Hook for this lesson: Teacher will read the book, Behind the Mask by Yangsook
Choi (A young boy begins to understand his grandfather through learning about the
culture his grandfathers mask). Ask: Do you think the young boy has a new appreciation
for his grandfathers mask at the end of the story? Why?
Lecture
1. Students will answer the journal prompt: How are masks important to you?
2. American traditions: Teacher will give a PowerPoint Presentation about the
3.
4.
5.
Resources
Products
Grouping
history of masks in America. (Why did we originally wear masks on Halloween?

Mardi-Gras, masquerade balls, circus etc.) (Type&I)
Students will add an additional section to our concept map on the wall about
masks in America.
Discriminating Between the Same and Different/ Seeing Relationships/
Decision Making: Students will make connections between cultures, rituals,
and traditions. Students will be given string and they will attach the string onto
the map on the wall by physically connecting categories on the map that are
linked with string.
Identifying Points of View/ Summarizing/ Comparing and Contrasting:
Students will be handed a large sheet of poster paper where they will work in
groups of four to answer:
In what ways does understanding a cultures identity help you interpret
the origin of rituals and traditions?
How do we use masks in our culture and can we see any relationships
or trends that are similar with other cultures?
Book: Behind the Mask by Yangsook Choi

Journals
Poster Paper
Journal Entry
Collaborative Poster Paper
Whole group: Book reading: Behind the Mask by Yangsook Choi, Making connections
on the mask web
Small group: Collaborative poster paper activity (groups of 4)
Individual: Journal entry
Extensions
Interest Centers:
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improv skills:
Differentiation/
projects.
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Lesson Eight
The Masks Wear

Topic: Masks
Grade Level: 5th
Lesson Length:
Discipline(s): Art
60-90 minutes
Standards:
th

Utilize the elements of art and principles of design and the structures and
functions of art to communicate personal ideas.

mean of understanding personal identity.
Unit Essential Question(s): How does communication provides a mean of understanding
personal identity?
Additional Concepts (this lesson): Identity

Guiding Question(s) for this lesson: What is a metaphor? What does it mean to wear a
metaphorical mask? Why do people feel the need to mask themselves? How can we break
down the barrier of masks? Is it necessary to mask yourself and when? Why is it important
to reveal your true self? Is masking your true self ever warranted? Do specific cultures
expect people to mask themselves?
Assessment
Know (content): Metaphorical masks are
worn in many cultures for social
acceptance and to protect ones personal
identity.
Communication provides a mean of
understanding personal identity.
Be able to (skills/processes): See
relationships, Judge information,
recognize assumptions, formulate
questions, determine benefits and
drawbacks, Identifying points of view,
problem solving, planning, and decision
making, and identify characteristics.
Introduction
Formative Assessment(s): Teacher observation of discussion and group participation in

Socratic circles, Six Hat Thinking, journal entry, Who Am I? Graphic Organizer, Mask Skit
observations

Upon entering the room, there will be quotes posted on the walls in the room. The poem,
Masks, by Shel Silverstein will be centered in the middle of all of the poems. Students will
be asked to write down (in journals) the quote that speaks the most to them and explain
why.
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Teaching Methods
Learning Activities
Resources
Products
Grouping
Extensions
Direct Instruction
Strategy-Based Instruction
Socratic Questioning
Role Playing
Jurisprudence
1. Seeing Relationships: Teacher will discuss a metaphor and students will have the
opportunity to share their thoughts about the quotes. Ask: Do we wear metaphorical
masks?
2. Making Observations/ Judging Information/ Recognizing Assumptions
Formulating Questions:
Socratic Circle: Students may answer the questions Students will read the poem.
Annotate the poem.
Explain/Remind them of the process/rules of Socratic Circles
Create two circles one inner (discussion) circle, and an outer (listening/notetaking circle)
Reverse roles, so the listeners become the talkers and the talkers become
the listeners.
Students will complete the Socratic Circle Feedback Form as they are
observing the inner circle, but participating in the outer circle to assist in
guiding them on given appropriate feedback.
3. Determine Benefits and Drawbacks, Identifying Points of View, Problem
Solving, Planning, and Decision Making:
Six Thinking Hats:
Teacher will review how to use the Six Thinking Hats
Teacher will present the scenario to the class (attached)
Students will look at the situation from six differing perspectives, and do some
Green-hat thinking about alternative solutions
4. Identifying Characteristics: Students will complete a graphic organizer about,
Who I Am?
5. Students will then students will write the characteristics from their graphic organizer
on color scraps of paper. They will then Hodge Podge the color strips onto their
neutral masks in order to reveal who they are behind the mask.
6. Students will choose a characteristic from their mask that they would like to
physically embody through movement. Students will perform, Who I Am? skits for
one another. (Type&II)
7. Debrief the Day:&Add new ideas/connections to our mask web.
Quotes
Shel Silverstein poem Masks
List of Character Traits
Socratic Circle Feedback Form
Six Thinking Hats Scenario
Six Thinking Hats Poster/ Explanation
Personal Mask Artwork
Socratic Circle Observation Sheet
Whole group: Six Thinking Hats
Small group: Socratic Cricles (half class discuss, half class observe)
Individual: Annotation of Masks poem, journaling, Who Am I? Graphic organizer and skit
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Interest Centers:
Differentiation/
projects.
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THINKING SKILL # 2: SOCRATIC CIRCLES
Now that we have discussed what it means to wear a metaphorical mask. We are going to take a closer look at
Shel Sliversteins poem, Masks, that is written in the center of all the quotes. You are going to participate in
Socratic Circles as you have before. However, you to refresh your memory... lets take a look at the Socratic
Questioning Poster on the wall (see attached). First, you will read the text once. Then, you will reread the text a
second time annotating it. In order to annotate it, remember:
1.
2.
3.
4.
5.
You will need to:

Circle unfamiliar words.
Underline Key phrases.
Note word patterns, repetitions.
Keep track of the story or idea as it unfolds.
Write down questions (???) in margins.
Also, before you are allowed to participate in Socratic Circles, each person must have at least two questions
written down. Once you have made your notes/questions and are ready to participate in the discussion, please sit
in the inner circle on the floor. We will have ten people on the inside circle, and ten on the outer circle. If all the
spots are taken on the inner circle on the floor, please sit in one of the chairs on the outer circle until it is your time
to discuss. I will begin the discussion by starting you all off with a question, however, after that I will not participate
in the inner circle. I will stay in the outer observing circle for both groups. As you are observing the inner circle
discussion, remember you are to take on the role of an active listener documenting notes on the Socratic Circle
Feedback Form. You are not to talk or distract from what is going on in the inner circle. I know you will be eager to
respond to some of the ideas they present, but you may not interrupt them at this time. Once the first group is
finished discussing their ideas, the participants in the outer circle will offer them feedback, so make sure you are
careful in your observations. Then, we will swap roles and the outer circle will move to the center and vice versa.
We will start the process again, so that each group has an opportunity to participate in both roles. Before we
begin, I want to remind you of the guidelines in participating in Socratic Circles.
To Participate Effectively in Socratic Questioning, One Must :

Listen carefully to what others say
Take what they say seriously
Look for reasons and evidence
Recognize and reflect upon assumptions
Discover implications and consequences
Seek examples, analogies, and objections
Seek to distinguish what one knows from what one believes
Seek to enter empathetically into the perspective or points of view of others
Be on alert for inconsistencies, vagueness, and other possible problems in discussions
Look beneath the surface of things
Maintain a healthy sense of skepticism
Possible starter questions:
8.
9.
10.
11.
12.
Why dis the two people feel the need to mask themselves?
How can we break down the barrier of masks?
Is it necessary to mask yourself and when?
Why is it important to reveal your true self?\ What might have happened if the two characters showed a glimpse of blue?
Do specific cultures expect people to mask themselves?
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THINKING SKILL # 3: SIX THIKING HATS
I am really impressed with some of the ideas you all presented in the Socratic Circles. I can tell you all are thinking
deeply about these metaphorical masks we wear, and the potential challenges they create for oneself and
understanding your own personal identity. It really has me thinking about potential solutions to help people
express who they are without having to wear a metaphorical mask. Recently, I came across an idea of how we
could solve this problem. Before I present the scenario to you, I need for you all to get out your Edward DeBono
Six Thinking Hats. Remember, when we are using the Six Thinking Hats, each hat is looking at the problem from
a different perspective.
Blue Hat- is the facilitator. They have control of the thinking, help organize the thoughts of the group, asks the
right questions to keep everyone on track, and they sum up everyones ideas to help define the best solution.
They will begin and end the discussions today, as they are the leader of the group.
White Hat- will read the scenario and will present the facts to the group. They are the neutral hat. They will
examine what facts are present, missing, and needed to solve the problem.
Read Hat- is full of emotion. They are the opposite of the white hat. They discuss how they feel, intuitions they
may have, and do not need to justify their answers.
Yellow Hat- is the ray of positivity. They look at everything in a sunny way. They try to find the most optimistic view
and benefits to each situation.
Black Hat- is the serious hat. They are the most cautious and careful hat. They point out potential challenges,
dangers, and obstacles that might be present within the scenario.
Green Hat- is all about growth. They are innovative thinkers who come up with creative alternative ideas to solve
problems. They have new ideas, new concepts, and new perceptions.
Each hat will have about 1 minute to share their perspective in the order that the Blue Hat chooses, except the red
hat that only has 30 seconds to talk. As the Blue Hat is the organizer/facilitator they may choose to allow someone
to speak for longer or again if needed. Feel free to ask questions, and to request to switch your thinking hats. At
the end of the discussion, the blue hat will pull all the ideas together and present a collective solution to me. Blue
Hat your group may switch the hats around as needed and as you see fit.
Here is the scenario:
Emerging research suggests bottled up emotions can make people more aggressive. Scientists are linking this
aggression to increase in school violence rising over the past decade. A team of specialists including: scientists,
pediatricians, parents, and counselors have come up with a solution to help todays youth express themselves
openly, so they do not have to harbor negative or worrisome feelings alone. They have created a new innovative
expression cap that is able to translate a students thought and emotions and display it on a screen that sits on top
of the brim of the hat. Starting in January of 2015, a new national policy states that all students that attend the
public school system must wear an expression cap during school hours. The hope is that if students feelings are
out in the open, then aggression will decrease along with school violence.
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Lesson Nine
Why Mask Matter

Topic: Why Masks Matter
Grade Level: 5th
Lesson Length:
Discipline(s): Art
Two hours (1st session)

30-35 mins. (2nd session)
Standards:
th

Identify societal values, beliefs, and everyday experiences expressed through
works of art.
Unit Essential Understanding(s): Students understand that communication is an

important aspect of a culture often shown through art.
Unit Essential Question(s): How can you show that communication is an

important aspect of a culture shown through art?
Additional Concepts (this lesson): Culture, art

Guiding Question(s) for this lesson: What practicing professionals find masks important?
How are masks from the past still communicating to us today? How are masks from history
found and handled? What materials are masks made from? How are masks displayed? How
are exhibits organized?
Assessment
Know (content): Many professions study
the aspect communication through art and
why it is important to their careers.
Communication is an important aspect of a
culture often shown through art.
Be able to (skills/processes): Brainstorm,
formulate questions, interview, make
decisions, plan, and creatively solve
problems.
Introduction
Teaching Methods
Formative Assessment(s): Teacher observation of discussions, criteria referenced

observation of interview skills, journal entry, and job application
Hook for this lesson: Brainstorming: Students will work in pairs to answer the
question, Who care about masks? They will generate a list of 20 to 25 professionals that
care about masks.
Coaching
Role Playing
Simulation
Mentorships
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Learning Activities
1.
2.
3.
4.
Resources
Products
Grouping
Extensions
Formulation Questions: Teacher will inform students that three practicing professionals
(museum curator, local artist, and an anthropologist) will be visiting us shortly either in
person or via Skype. Students will have 15 minutes to generate 5 questions, they would
like to ask each practicing professional about their jobs and if they have any connections
to masks. (Type&II)
Interviewing: Students will visit career stations to see demonstration/presentation.&
(Type& I)& After each station, there will be a Question/Answer segment. Students will
have 25 minutes at each station. They will take notes, videotape, or record each session
to obtain information for their PBL scenario. (Type&II)
Decision Making: After the practicing professionals leave, students will complete
applications for the job of their choice and turn it into my box not later than Friday of that
week.
Planning/ Creative Problem Solving: Students will fill out a K-N-D Graphic Organizer.
Once they have completed job applications, the teacher will put them into specific
groups. They will fill out a K-N-D (what do you know? What do you need? What do you
need to do?) form regarding their PBL Scenario.
Sticky Notes for Brainstorming

Journals for writing interviewing questions
Job Applications
K-N-D Graphic Organizer
Journal Entry of questions/answers

Job application
K-N-D Graphic Organizer
Whole group: Compilation of generated lists, coaching of interviewing skills
Small group: generating list of professionals (partner work), interviewing practicing
professionals (groups of 7-8)
Individual: Job application
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Interest Centers:
Differentiation/
projects.
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Lesson Ten
The Language of Masks Exhibit

Topic: Performance Task: The Language of
Grade Level: 5th
Masks Exhibit
Lesson Length:
4 week (1.5 hour
it
sessions)
Standards:
th

Identify societal values, beliefs, and everyday experiences expressed through
works of art.
Unit Essential Understanding(s): Students understand that communication is an

important aspect of a culture often shown through art.
Unit Essential Question(s): How can you show that communication is an

important aspect of a culture shown through art?
Additional Concepts (this lesson): Culture, Art

Guiding Question(s) for this lesson: What skills do I need to make a mask? How can I
communicate a cultures identity through creation of masks?
Assessment
Know (content): How to research and
create an art exhibit from the perspective of
either a museum curator, a local artist, or
an anthropologist.
Communication is an important aspect of a
culture often shown through art.
Be able to (skills/processes): brainstorm,
planning, decision making, prioritizing,
judging the credibility of a source, creative
problem solving, creating, and reflecting.
Introduction
Teaching Methods
Formative Assessment(s): Google Docs, teacher observations, and self reflection sheets
Post-assessment: Mask Exhibits with descriptions and references (must include 5-7
artifacts)
Hook for this lesson: Students will take a online or real field trip to look at art exhibits
and how they are displayed. (May be arranged on a day prior to this class.)
Problem Based Learning

Mentorships
Shadowing Experiences
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Learning Activities
Resources
Products
Grouping
Extensions
1.
Brainstorming: Give out rubric and discuss cultures they may choose. Brainstorm
many cultures they may want to do (studied and not studied).
2. Planning/ Decision Making/ Prioritizing/Judging the Credibility of a Source/
Creative Problem Solving: Review PBL Scenario: In teams of three, create an
art exhibit of 5-7 mask artifacts from the perspective of one culture. Students will
keep up with process, research, and task assignment through Google Docs.
The Jule Collins Museum of Art in Auburn, Alabama is hosting a new exhibit titled,
The Language of Masks, to display at this springs art gala. As the newly hired
museum curator, you will assemble a team to help you organize and prepare for
the new exhibit. Your team will consist of two other members, including a
commissioned local artist and anthropologist. Together, you will plan, design, and
develop an art exhibit consisting of 5 to 7 mask artifacts to display at the art gala.
The artifacts must communicate one specific cultures rituals, traditions, beliefs, or
values through your exhibit. Your exhibit may include a three-dimensional replica of
a mask (required), mock-up drawings, dramatizations, photographs and/or printed
of pictures. The anthropologist will be responsible for the accuracy of the content, the
artist will be responsible for design, and the curator will organize and write the
descriptions for the exhibit. What will your masks say?
3. Creating: Review process of making mask: Guest teacher: Tracy Olenick- show
strategies on mask making and samples of masks. (Type&I)&&
4. Other resources for mask making techniques: (Type&II)
http://www.youtube.com/watch?v=FCiYNE_hmNg
http://artchoo.com/african-mask-project/
5. Assess finished exhibits using a scoring rubric. They will also display the exhibits
in the spring art show.
6. Reflecting: Students will complete self-reflection sheets regarding planning,
process, and product of their individual work.
Mask Making Materials

Milk jugs cut in half as face forms
Resources
Computers for research
Copies of rubric
Copies of PBL (should have been handed out during lesson 1.)
Self-reflection sheets
Mask Exhibits (i.e. masks, drawings, photographs, displays, and descriptions)
Google Docs
Whole group: Tracey Olenick- understanding how to construct a mask
Small group: The Language of Masks Exhibit (groups of 3)
Individual: Google Docs documentation
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Interest Centers:
Differentiation/
projects.
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COMMUNICATION
(lyrics by Mae)
I was born in '82, a poor man's son,
When it came to hand-me-downs, he only gave me one,
At first I was ungrateful, and once I was confused.
We sing communication (la la la la la la la la)

I walked the beach that morning and I found my fateful friend,
When there with his words of wisdom and a fishing rod in hand,
I watched him and I listened,
So peculiar and so sweet, singing
Love is all that we need.
And communication, yeah, and communication.
He said music is the cup for you I pour,

It's all I really have, wish I can give you more,
But I have to catch my ride, son
I'm off to a distant shore.
La la la la la la la la,
La la la la la la la la, la la, la la
I said communication,
Is calling me, and yes it's all in me
See, my dad gave me the keys,

But I had to show myself to the door.
Soon the words he left were too faint to hear,
And a path of no direction made it hard to steer,
My soul was dry at first year,
My mind was so unclear.
While wandering around in searching there,
I came across a man I've seen before, I swear,
And again I'd see him too,
On the beach with the fating of the moon,
And he'd say,
Communication is calling you,
It's all in you, no hesitation,
You've got to see this through.
The cup has served me well for 15 years,

With music in my world, I've shed some fears,
And I've tried to understand,
How to be a better man,
There is rhythm to my life that ebbs and flows,
Sometimes the inspiration comes and goes,
But whenever it arrives,
Well, I go down and take a dive.
I needed something to fill me up,

In my bag, a gift from dad, my music cup,
Well, I should have looked there first, in an attempt to quench the
thirst,
Each day was like a melody, with words to follow so expressively,
I was off to share my song, I knew it wouldn't be too long,
Till I was standing on the stage,
And the crowd would sing it back to me and we'd sing
When I swam up to the surface,

I sing communication, every time.
Yeah, yeah.
I sing communication.
I sing communication, every time.
(La la la, la la la la)
I sing communication, la la la, la la la la
La la la, la la la la
Communication is calling us, it's all in us,

A celebration, for you and me, and the universe,
Our destination, oh,
(How we find the answer)
When we search beyond ourselves, you know we always learn
(We've become so clever)
Let our walls crumble and burn away,
(We can change forever)
Can we lend a better hand then the one that we've been?
And we sing, la la la la la la la la
La la la la la la la la, la la, la la
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Mask Gallery Walk

Record Sheet
Mask #
1
2
3
4
5
6
7
8
9
10
11
12
Culture
Purpose
Message
Mask # 1
Mask # 2
Mask # 3
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Mask # 4
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Mask # 5
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Mask # 6
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Mask # 7
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Mask # 8
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Mask # 9
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Mask # 10
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Mask # 11
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Mask # 12
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CATEGORY
Understanding of
Culture
Communication of
Culture
Knowledge of Mask
Construction
Attractiveness/
Craftmanship
Description of Mask
Google Docs
Sources
The student can

answer 3 questions
correctly about how
the masks relate to the
culture.
The student exhibit
clearly communicates
the cultural meaning
behind their artwork,
presentation style, and
description. They can
verbally articulate why
they selected the 5-7
pieces of art.
The student can answer 2

questions correctly about
how the masks relate to
the culture.
The student can answer

1 question correctly
about how the masks
relate to the culture.
The student does not

understand how the
masks relate to the
culture.
The student exhibit does

communicate the cultural
meaning behind their
artwork, presentation
style, and description.
However, the student
cannot verbalize with
confidence why the
pieces of art were chosen
to display.
The student can

clearly describe the
steps used to make
his/her masks. The
student can accurately
point out how this
process was similar or
different from maskmaking in the culture
being studied.
The masks show that
the creator took great
pride in his/her work.
The design and
construction look
carefully planned. The
item is neat (free of
unwanted bumps,
drips, marks, and
tears).
All mask descriptions
are neatly written,
make sense, and are
accurate.
The student can clearly

describe the steps used
to make his/her masks.
The student exhibit

does not effectively
communicate the
cultural meaning behind
their artwork,
description. While some
of the pieces look
authentic, they cannot
verbalize why they
chose the pieces of art
to display.
The student can
describe most of the
steps used to make
his/her masks.
The student exhibit

does not communicate
the cultural meaning
behind their artwork,
description. They
cannot verbalize why
the pieces of art were
chosen. The artwork
and their verbal
explanation are
disconnected.
The student has great
difficulty describing how
his/her masks were
constructed.
The masks show that the

creator took pride in
his/her work. The design
and construction look
planned. The item has a
few flaws (unwanted
bumps, drips, marks,
tears), but these do not
detract from the overall
look.
The majority of the masks
descriptions are neatly
written, make sense, and
are accurate.
The design and

construction were
planned. The item has
several flaws (unwanted
bumps, drips, marks,
tears), that detract from
the overall look.
The masks look thrown

together at the last
minute. It appears that
little design or planning
was done. Craftmanship
is poor.
Half of the mask

descriptions are neatly
written, makes sense,
and are accurate.
The student has

documented his or her
work each class
meeting in Google
Docs as either the
museum curator, local
artist, or
anthropologist.
The student has 4 or
more sources of
inspiration correctly
cited.
The student has

the majority of the class
meetings in Google Docs
as either the museum
curator, local artist, or
anthropologist.
The student has

work less than half of
the class meetings in
Google Docs as either
the museum curator,
local artist, or
anthropologist.
The student has 2
sources of inspiration
correctly cited.
Two or fewer of the

mask descriptions are
neatly written, make
sense, and are
accurate.
The student has not
work each week in
Google Docs as
evidence of work
completed as either the
museum curator, local
artist, or anthropologist.
The student has fewer
than 2 sources of
inspiration correctly
cited.
The student has 3

sources of inspiration
correctly cited.
Student Name ____________________________________________
Score
Total Score: ______/ 28
The$Jule$Collins$Museum$of$Art$
Presents
The Language of
Masks
Spring$2015$
The Jule Collins Museum of Art in Auburn, Alabama is hosting a new

exhibit titled, The Language of Masks, to display at this springs art gala.
As the newly hired museum curator, you will assemble a team to help
you organize and prepare for the new exhibit. Your team will consist of
two other members, including a commissioned local artist and
anthropologist. Together, you will plan, design, and develop an art exhibit
consisting of 5 to 7 mask artifacts to display at the art gala. The artifacts
must communicate one specific cultures rituals, traditions, beliefs, or
values through your exhibit. Your exhibit may include a threedimensional replica of a mask (required), mock-up drawings,
dramatizations, photographs and/or printed of pictures. The
anthropologist will be responsible for the accuracy of the content, the
artist will be responsible for design, and the curator will organize and
write the descriptions for the exhibit. What will your masks say?
67
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&&&&&&&&&&&&&&&&&&&&ADJECTIVE&CARDS&
&
FEROCIOUS&
FROLICKY&
(MEAN)&
(PLAYFUL)&
LAXIDASICAL&&
ANXIOUS&
(LAZY)&
(NERVOUS)&
APPREHENSIVE&
TIMID&
(WORRIED)&
(SHY)&
CONCEITED&&
TRANQUIL&
(PROUD)&
&(CALM)&
AFFECTIONATE& INQUISITIVE&
(LOVING)&
(CURIOUS)&
BEWILDERED& DISTRESSED&
(CONFUSED)&
(SAD)&
68
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TABLEAU CARDS
Fear
Bravery
Pride
Modesty
Aggression Timidity
Joy
Misery
Liberated Enslaved
Triumphant Humiliated
Amused Disturbed
69
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70
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Ancient Greek Masks
71
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72
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Quotes
Sometimes its not the people
who change. Its the mask
that falls off.
A mask tells us more than a
face.
Behind every mask there is a
face, and behind that a story.
A mask can hide you from

others, but not from yourself.
He wears a mask and his face

grows to fit it.
Sometimes, we all hide
behind our masks to protect
ourselves.
We create a mask to meet the Man is least himself when he
masks of others. Then, we
talks in his own person. Give
wonder why we cannot love, him a mask, and he will tell
and why we feel so alone.
the truth.
Behind the mask of a jester
Society is a masked ball
lies a trail of a thousand tears. where everyone hides his real
character and reveals it by
hiding.
There is nothing that gives
Give him a mask, and he will
more assurance than a mask. show you his true face.
Men take more pains to mask Without wearing any mask
than to mend.
we are conscious of, we have
a special face for each friend.
73
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74
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Who Am I?
They say I am
75
Truthfully, I am
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Socratic Circle Feedback Form

Name of the Observer _____________________________________________
1). Directions: Rate the inner circles performance on the following criteria: (Circle the appropriate number.)
Did the participants

Dig below the surface meaning?
Speak loudly and clearly?
Cite reasons and evidence for their statements?
Use the text to find support?
Listen to other respectfully?
Stick with the subject?
Talk to each other, not just the leader?
Paraphrase accurately?
Avoid inappropriate language?
Ask for help to clear up confusion?
Support each other?
Avoid hostile exchanges?
Question others in civil manner?
Seem prepared?
Make sure questions were understood?
Poor
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Average
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Excellent
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
2). Name specific people who did one or more of the above criteria well.
3). What was the most interesting question asked?

4). What was the most interesting idea to come from a participant?
5). What was the best thing you observed?
6). What was the most troubling thing you observed?
7), How could this troubling thing be corrected or improved?
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Socratic Circles
How to Annotate Text:
6. Circle unfamiliar words.
7. Underline Key phrases.
8. Note word patterns, repetitions.
9. Keep track of the story or idea as it unfolds.
10.
Write down questions (???) in margins.
To Participate Effectively in Socratic Questioning, One
Must :
Listen carefully to what others say

Take what they say seriously
Look for reasons and evidence
Recognize and reflect upon assumptions
Discover implications and consequences
Seek examples, analogies, and objections
Seek to distinguish what one knows from what one believes
Seek to enter empathetically into the perspective or points of view of
others
Be on alert for inconsistencies, vagueness, and other possible
problems in discussions
Look beneath the surface of things
Maintain a healthy sense of skepticism
77
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Six Thinking Hats Scenario
Emerging research suggests bottled up emotions can make people

more aggressive. Scientists are linking this aggression to increase in
school violence rising over the past decade. A team of specialists
including: scientists, pediatricians, parents, and counselors have come
up with a solution to help todays youth express themselves openly, so
they do not have to harbor negative or worrisome feelings alone. They
have created a new innovative expression cap that is able to translate a
students thought and emotions and display it on a screen that sits on
top of the brim of the hat. Starting in January of 2015, a new national
policy states that all students that attend the public school system must
wear an expression cap during school hours. The hope is that if
students feelings are out in the open, then aggression will decrease
along with school violence.
78
EDUC578
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Unit On Masks Shelley W. Patterson 2014

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Appropriateness for Gifted Learners

8 Grade ALCOS # 12:

5 Grade Arts Education # 1:

5 Grade Arts Education # 5:

9th - 12th Grades Anatomy and Physiology Elective #15:

3rd - 5th Grades Technology # 2:

Concept-Based Curriculum Flowchart

The Language of Masks

8 Grade ALCOS # 1: Explain how artifacts and other archaeological findings

Name: Shelley W. Patterson

Date: June 19, 2014

Students understand that communication is an important aspect of a culture.

Students understand that communication provides a means of understanding a culture's identity.

Why is communication an important aspect of a culture?

How does communication provide a means of understanding a cultures identity?

Unit Overview: The Language of

Students understand that communication is an important aspect of a culture.

Why is communication an important aspect of a culture?

Lesson 1: Introduction to the Unit:

Lesson 2: The Neutral Mask:

Lesson 3: Masks of Ancient Greece:

Lesson 4: Masks of China:

Lesson 5: Masks of Italy:

Students will watch a clip from The Three Stooges: http://www.youtube.com/watch?v=PdBvBtdbQpw

Lesson 6: Masks of Africa:

Lesson 7: Masks of America

Lesson 8: The Masks We Wear:

Lesson 9: Why Masks Matter?:

Lesson 10 (Performance Task): The Language of Masks Exhibit:

Introduction to the Unit

Grade Level: 5th

Discipline(s): Art, History

Instructor: Shelley W. Patterson

Lesson Length: 1 Hours

3rd - 5th Grades Technology # 10:

5 Grade Arts Education # 5:

Unit Conceptual Lens: Communication

Unit Essential Understanding(s): Students understand that communication is an important

Hook for this lesson:

Brainstorming: Students will complete Concept Development Group Activity. In

Generalizing: Finally, as a whole group, I will demonstrate how to write a

Teacher will ask question: What is a culture? What components make up a

Making Observation/ Developing Hypotheses: Teacher will then reveal a

Debrief and add ideas to our wall web about Masks.

Lesson One: Scripted

Introduction to the Unit

Mask Gallery Walk:

The Neutral Mask

Grade Level: 5th

Instructor: Shelley W. Patterson

5 Grade Arts Education # 1:

5 Grade Arts Education # 5:

Unit Conceptual Lens: Communication

Unit Essential Understanding(s): Students understand that communication is an important

Unit Essential Question(s): Why is communication an important aspect of a culture?

Formative Assessment(s): Teacher observation of discussion and group participation of

Hook for this lesson:

Laminated Animal Charade Cards

Whole group: Creative Dramatic Warm-up, Debriefing process discussions

THINKING SKILL # 1: CREATIVE DRAMATICS

Creative Dramatic Tableau:

Masks of Ancient Greece