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CONCEAL/REVEAL: PLASTER MASKS
A FunArtLessons.com
ART UNIT
By Kari Wilson
© 2009 www.funartlessons.com
48 page Art Unit appropriate for students age 8-16 in art classes, scout groups,
recreation classes, after school clubs, independent study, home school settings
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INCLUDED IN THIS POWERPOINT
Teacher Section

About the Author
FunArtLessons.com
art unit components
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
How to use this Power Point:

book or slideshow

National Standards
I Can Statements:
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Learning goals and objectives
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20
Lesson Sequence Chart
Materials List
Art Words: vocabulary
Student Gallery
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Guiding Question
Project Description
Journal Response Topics
Research Task*
Art Start activities
Project Directions
Assessment Guide*
Self-Critique*
Artist’s Statement*
*Copy master included.
© 2009 www.funartlessons.com

Student Section begins on page
4
ABOUT THE AUTHOR


© 2009 www.funartlessons.com

Kari Wilson has been an educator for over twenty years,
teaching first through sixth grades as well as middle
school language arts and social studies. Her current
passion is teaching art at a public middle school in Grand
Rapids, Michigan. Kari's own education includes a
Bachelor of Fine Arts from San Francisco State
University, a Master of Fine Arts from the University of
Arizona, and a Master of Education, along with teaching
credentials.
Kari stepped out of the classroom for several years to
serve as a Curriculum Associate in a large California
school district, where she developed a variety of programs
from “Back to School with Basic Health and Safety” to
“The Achievement Club,” a program designed to help
struggling readers. This program received the Golden
Bell award from the California School Boards
Association. As a member of the California History Social
Science Project (CHSSP), Kari was involved in the
development and implementation of numerous social
studies units. Kari’s unit, Child Work in Colonial Days,
was published by the UCLA branch of CHSSP.
Kari has continued exploring her interest in history as a
recent participant in a Gilder Lehrman summer institute
at the Woodrow Wilson Presidential Library, where she
engaged in research for the development of a series of
civics lessons which include integrated art activities.
These lessons on the Core Democratic Values, as well as
her other curriculum units for preschool through 10th
grade, are available online at FunLessonplans.com.
5
FUNARTLESSONS
ART UNIT COMPONENTS
Guiding Question
The guiding question provides “food for thought”
to help connect the project to a larger philosophical
discussion.
Students write responses in their sketchbooks and
share with partners and group mates. This process
helps enrich class discussion and helps students
plan their project.
Art Start
Art Start is a series of independent activities
which provide exercise in basic art skills and
concepts needed for the unit project. Students
work independently in their sketchbook the first
10-15 minutes of class.
Research
The research component encourages students to
explore cultural, historical and environmental
connections between the unit project and the world
beyond the classroom.
Slides provide step-by-step instructions. During project
work days demonstrate additional skills or
methods as they become necessary. The Lesson
Sequence chart provides a basic time frame for the
project. During project work days circulate
assisting students with methods, techniques and
ideas.
© 2009 www.funartlessons.com
Journal Response Topics
The Project
Assessment
Use the “I Can” slide and worksheet to help students
track their learning. Use the Interactive Assessment
Guide to engage students in analyzing the ways in
which their art and work habits meet the project
criteria. The self-critique questions ask the artist
to reflect on the art-making process. Answers can
be rewritten on the form provided to create an
Artist’s Statement.
Exhibition
It is important for students to have the
opportunity to display their work to complete the
process of communication in which artists are
engaged. Instructions are provided for students to
create a gallery information card, write an artist’s
statement and find an appropriate venue for
display.
6
HOW TO USE THIS POWERPOINT:
BOOK OR SLIDESHOW
USE THIS DOCUMENT
RESOURCES.

A SLIDESHOW, OR BOTH, DEPENDING ON YOUR
© 2009 www.funartlessons.com
Read the Teacher Section directly on the computer screen as
you plan your lessons. Then, display the Student Section
ArtStart sketchbook activities and step-by-step project
instructions as a slideshow for your class. Print out only the
student worksheets, as needed.
If you do not have a digital projector in your
classroom:


BOOK,
If you have a computer and digital projector in your
classroom:


AS A
Read the Teacher Section on the computer screen as you plan
your lessons. Photocopy Student Section pages to use as handouts. Use the step-by-step project instructions to plan the
project and guide your demonstrations.
If you do not have a computer in your classroom:

Print entire document and use as you would any hard-copy,
teacher resource publication. Make photocopies of Student
Section pages to use as handouts.
7
THIS LESSON MEETS NATIONAL
STANDARDS
THIS LESSON ADDRESSES THE FOLLOWING STANDARDS ESTABLISHED BY THE NATIONAL
ASSOCIATION:
ART EDUCATION
Achievement Standard
Understanding and applying
media, techniques, and processes
Students apply media,
techniques, and processes with
sufficient skill, confidence and
sensitivity that their intentions
are carried out in their art.
Choosing and evaluating a range
of subject matter, symbols, and
ideas
Students use subjects, themes,
and symbols that demonstrate
knowledge of contexts, values,
and aesthetics that communicate
intended meaning in artworks.
Understanding the visual arts in
relation to history and cultures
Students know and compare the
characteristics of artworks in
various eras and cultures.
© 2009 www.funartlessons.com
Content Standard
8
Your students will
learn about art,
themselves and
the world in this
unit. They will
also have fun! The
“I Can” statements
are a kid friendly
way or presenting
the learning goals
and objectives of
this unit, all of
which have been
aligned with the
National Art
Education
Association
Standards.
© 2009 www.funartlessons.com
 Compare the characteristics of two
different masks from Africa.
 Describe the traditional uses of masks
in three different tribes of Africa.
 Use plaster cloth, paint and collage
materials to create a mask.
 Apply the elements of DESIGN:
proportion, emphasis and symmetry in
my mask.
 Choose a subject, symbols and themes
to communicate a “big idea” in my
artwork.
 Evaluate my artwork in a written
critique using three vocabulary terms.
WHAT YOUR STUDENTS WILL LEARN
I CAN:
Have students
write each “I Can”
statement in their
sketchbooks as
they gain new
skills.
Or, photocopy the
“I Can” statements
check-off sheet in
the student section
so that students
can track their
progress.
9
LESSON SEQUENCE
MINUTE CLASS PERIOD.
ACTIVITY SEQUENCE REFLECTS A DAILY
ADJUST THIS SCHEDULE
55
TO FIT YOUR UNIQUE TEACHING
SITUATION.
Day 1
Day 5
Slides 20-26 Slides 27-28 Slide 29-30
Slide 31
Slide 32-33
•Introduce
project &
discuss
Guiding
Question
•Art Start
#3
•Art Start
#4
•Share
research
from
previous
day in small
groups
•Journal
Response 2
•Review
“I Can”
statements
•Introduce
vocabulary
•Journal
Response 1
•Art Start
#2
Day 3
•Research
masks of
Africa
Slides 14-19
•Show
student
gallery
images as
time allows
© 2009 www.funartlessons.com
Day 4
•Art Start
#1
Day 2
10
LESSON SEQUENCE
CLASS PERIOD.
ACTIVITY SEQUENCE REFLECTS A DAILY
55 MINUTE
ADJUST THIS SCHEDULE TO FIT YOUR UNIQUE TEACHING SITUATION
Day 6
Day 9
Day 10
Slides 34-40 Slide 41
Slide 42-43
Slide 44-47
Slides 48-50
•Demonstrate
use of
plaster
fabric
•Demonstrate
gluing
methods for
adding
collage
elements to
masks
•Finish
masks
•Fill out
SelfCritique
•Paint
masks
•Work on
masks
•Add straps
or handles
•Make
Gallery
Cards
•Fill out
Assessment
Guide
•Rewrite
self-critique
on form as
an Artist’s
Statement
© 2009 www.funartlessons.com
Day 8
•Follow the
steps to
create a
plaster
mask
Day 7
•Display
work
11
MATERIALS AND EQUIPMENT

Plaster Wrap: available from art and craft stores. Cut into 1”x3”
strips.
© 2009 www.funartlessons.com
Headbands and bandanas
 Petroleum jelly or hand lotion
 Scissors, white glue
 Water containers
 Tempera or acrylic paint and brushes
 Collage materials such as raffia, pine cones,
fabric, dried twigs, jute, yarn, feathers, shells

12
ART WORDS I
NTRODUCE VOCABULARY AS YOU BEGIN THE PROJECT.
REINFORCE TERMS
DURING ARTSTART ACTIVITIES. INVITE STUDENTS TO WRITE VOCABULARY WORDS AND DEFINITIONS IN
THEIR SKETCHBOOK. ENCOURAGE STUDENTS TO USE ART WORDS AS THEY ANSWER JOURNAL RESPONSES
AND DISCUSS ART WORK.

Mixed-media

Design


A work of art that combines two
or more of the traditional art
media such as paint, fiber and
ceramics.



An organized plan or pattern.
Also, an element or component of
a decorative pattern.
Proportion
An element of art that describes
the size, location or quantity of
one element to another in a work
of art.
Variety
Emphasis


A principle of design. Visual
interest is created when elements
such as shape, or color shift or
change in relation to themselves.
The way in which the elements of
art are used to focus the viewer’s
attention on particular parts of
the composition.
Symmetry

© 2009 www.funartlessons.com


A principle of design in which an
element or object on one side
balances out something on the
other side.
13
STUDENT GALLERY
Aaron’s
mysterious mask
© 2009 www.funartlessons.com
14
© 2009 www.funartlessons.com
FLIGHT OF FANCY
Some students are
comfortable with a
full face mask.
Other’s choose to
make a half mask.
15
HARLEQUIN
This student chose
to decorate her
mask with careful
detailed paint.
© 2009 www.funartlessons.com
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NIGHT AND DAY
Karlie’s colorful
mask contrasts
night and day.
© 2009 www.funartlessons.com
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© 2009 www.funartlessons.com
SUPERHERO MAN
Juan’s mask is
stunning in its
simplicity.
18
LASHES
Kenna emphasized
the eyelashes and
lips with
contrasting colors.
© 2009 www.funartlessons.com
19
20
Student Section
© 2009 www.funartlessons.com
REVEAL/CONCEAL:
PLASTER MASKS
21
Using plaster cloth, paint and collage items such
as shells, beads and feathers you will create a “life
mask” cast from your face.
© 2009 www.funartlessons.com
THE PROJECT
MAKE A MASK
You will learn
about art,
yourself and
the world in
this unit. You
will also have
fun!
LEARN
Write each
“I Can”
statement in
your
sketchbooks
as you gain
new skills.
.
© 2009 www.funartlessons.com
WILL
 Compare the characteristics of two
different masks from Africa.
 Describe the traditional uses of masks
in three different tribes of Africa.
 Use plaster cloth, paint and collage
materials to create a mask.
 Apply the elements of DESIGN:
proportion, emphasis and symmetry in
my mask.
 Choose a subject, symbols and themes
to communicate a “big idea” in my
artwork.
 Evaluate my artwork in a written
critique using three vocabulary terms.
WHAT YOU
I CAN:
22
REVEAL/ CONCEAL: PLASTER MASKS
NAME
WHAT YOU WILL LEARN
DIRECTIONS: YOU WILL LEARN ABOUT ART, YOURSELF AND THE WORLD IN THIS
UNIT. YOU WILL ALSO HAVE FUN! CHECK OFF EACH “I CAN” STATEMENT AS YOU
GAIN NEW SKILLS.
o
o describe the traditional uses of masks in three different tribes of
Africa.
o use plaster cloth, paint and collage materials to create a mask
o apply the elements of DESIGN: proportion, emphasis and symmetry
in creating my mask.
© 2009 www.funartlessons.com
I CAN:
compare the characteristics of two different masks from Africa.
o Choose a subject, symbols and themes to communicate a “big idea” in
my artwork.
o evaluate my artwork in a written critique using three vocabulary
terms.
23
ART WORDS
WRITE VOCABULARY WORDS AND DEFINITIONS IN YOUR SKETCHBOOK.
USE
ART WORDS AS YOU RESPOND TO JOURNAL RESPONSES AND DISCUSS ART WORK.

Mixed-media


Design


Variety
An organized plan or
pattern - an element or
component of a
decorative pattern.

Emphasis

Proportion

describes the size,
location or quantity of
one element to another.

A principle of design interest is created when
elements such as shape,
or color shift or change
in relation to
themselves.
The way in which the
elements are used to
focus the viewer’s
attention on parts of
the composition.
© 2009 www.funartlessons.com

A work of art that
combines two or more
traditional art media
such as paint or
ceramics.

Symmetry

A principle of design in
which an element or
object on one side
balances out the other
side.
24
BOTH CONCEAL AND
REVEAL?
25
Guiding Question
© 2009 www.funartlessons.com
HOW CAN MASKS
ART START #1
Use marker.
 Design a mask that
reveals an inner
characteristic about
yourself.
 Design a mask that
conceals a truth about
yourself.

26
© 2009 www.funartlessons.com
DESCRIBE AN INNER
TRUTH ABOUT
MASK COULD
REVEAL
27
Brainstorm Activity
Journal response #1
© 2009 www.funartlessons.com
YOURSELF THAT A
ART START #2



© 2009 www.funartlessons.com

Cut out several different
size faces from magazines.
Choose a large face as your
base image. Glue this into
your sketchbook.
Cut out features such as
eyes, ears, nose, mouth
and hair from the other
images. Choose a
VARIETY of sizes. Glue
new features onto your
base image.
Notice how changing the
PROPORTION of features
creates an interesting and
expressive effect.
28
FIND OUT ABOUT AFRICAN MASKS
Name
WORK WITH A PARTNER. GO TO HTTP://CTI.ITC.VIRGINIA.EDU/~BCR/AFRICAN_MASK.HTML
BAYLY ART MUSEUM, UNIVERSITY OF VIRGINIA, TO LEARN MORE ABOUT AFRICAN MASKS. CLICK ON THE
LINKS AT THE BOTTOM OF THE PAGE TO FIND MASKS IN DIFFERENT CATEGORIES. FILL OUT THE CHART
BELOW.
Sketch a mask
Country/
region and
tribal group
Materials
Uses
© 2009 www.funartlessons.com
29
FIND OUT ABOUT AFRICAN MASKS
Name
WORK WITH A PARTNER. GO TO HTTP://CTI.ITC.VIRGINIA.EDU/~BCR/AFRICAN_MASK.HTML
BAYLY ART MUSEUM, UNIVERSITY OF VIRGINIA, TO LEARN MORE ABOUT AFRICAN MASKS. CLICK ON THE LINKS
AT THE BOTTOM OF THE PAGE TO FIND MASKS IN DIFFERENT CATEGORIES. FILL OUT THE CHART BELOW.
Sketch a mask
Country/ region
and tribal group
Materials
Uses
© 2009 www.funartlessons.com
30
ART START #3
Look at some pictures
of African Masks in
books or on the
internet.
 Use a fine point black
marker.
 Draw a simple line
DESIGN for a full face
mask.
 Finish with a
watercolor wash.

© 2009 www.funartlessons.com
31
ART START #4



© 2009 www.funartlessons.com

Sketch a few ideas for
the mask you will make.
Use markers.
Choose the facial
feature, emotion or idea
that you will
EMPHASIZE.
Will you use color,
proportion, texture,
shape or some other
element to create
emphasis?
Gather ideas from the
masks you looked at
during your internet
research.
32
REVEAL AN INNER QUALITY OR
CHARACTERISTIC ABOUT
YOURSELF
33
Journal Response #2
© 2009 www.funartlessons.com
DESCRIBE HOW YOUR MASK WILL
© 2009 www.funartlessons.com
LET’S GET STARTED ON THE ART PROJECT
Follow the
steps
outlined in
the next few
slides to
create your
own plaster
face mask.
34
STEP ONE
GET READY!





© 2009 www.funartlessons.com

Choose a partner.
Use a bandana or wide
elastic headband to hold
your hair back off your
forehead and face.
Spread petroleum jelly on
your forehead, along your
hairline and over your
cheeks and the bridge of
your nose. Be careful not to
get it in your eyes!
Put 12-15 strips of 1”x3”
plaster cloth in a plastic
bag.
Fill a container halfway
with water.
Lie down on a comfortable
surface and your partner
will do the next steps!
35
STEP TWO
APPLY PLASTER CLOTH
Dip a strip of plaster
cloth into the water.
 Lift it out over your
water container and
let it drip a moment.
 Gently use two fingers
to squeegee off extra
water.
 Place the strip flat on
your partner’s face.

© 2009 www.funartlessons.com
36
STEP THREE
CONTINUE PLACING PLASTER CLOTH



© 2009 www.funartlessons.com

Place strips across the
forehead, down the
length of the nose and
around the eyes.
Fold or overlap the cloth
to fit the shape of the
face.
Be very careful not to
drip into your partners
eyes!
If you are making a full
face mask do the mouth
last and leave the area
around the nostrils open
for breathing!
37
STEP FOUR
COMPLETING THE PLASTER WORK
After placing each
plaster cloth strip rub
gently to release the
plaster and smooth
the surface.
 Build up about 3-4
layers of cloth as you
shape the mask.
 Be careful when
working near the
eyes!

© 2009 www.funartlessons.com
38
STEP FIVE
LET PLASTER HARDEN
While your partner
waits for the plaster
to harden clean up the
work area.
 When the mask is
hard to the touch
gently help your
partner pull it off.
 Your partner should
then wash his or her
face thoroughly and
may want to apply
skin lotion.

© 2009 www.funartlessons.com
39
STEP SIX
STORE YOUR MASK
Write your name and
class hour on the
inside in water base
marker.
 Put your mask on a
counter or shelf where
it won’t be disturbed.
 Let it continue to
harder and dry
overnight.

© 2009 www.funartlessons.com
40
STEP SEVEN
TRIM AND PAINT




© 2009 www.funartlessons.com

Think about the colors and
shapes you will use to
express your big idea:
What will your mask
reveal about you? What
might it conceal?
Which features will you
choose to EMPHASIZE?
How will you do this?
Use scissors to trim any
uneven edges and loose
threads on your mask.
Gather together your
supplies: paints, brushes
water and newspaper.
Paint your mask!
41
STEP EIGHT
GATHER COLLAGE MATERIALS
Gather a variety of
objects to add detail
and texture to your
mask.
 Beads, buttons, fabric
scraps, yarn, twine,
shells, dried grass and
twigs all make
fabulous additions to
masks!

© 2009 www.funartlessons.com
42
STEP NINE
ADDING DETAILS





© 2009 www.funartlessons.com

Add details to your mask.
For fabric and other porous items,
such as feathers or pom-poms use a
thin layer of white craft glue. Less
glue really is stickier!
Hold the item in place while you
count slowly to 60.
As you work be careful not to
disturb previously glued items.
They really won’t be thoroughly dry
for several hours.
For non-porous items such as a
button or bead to adhere to your
mask you will need to use more
glue. Spread a thick bead of glue
where the item rests on the mask.
Set the item into the glue.
It will need to dry overnight for the
glue to really stick, so move your
mask carefully when it’s time to put
it away!
43
STEP TEN
MAKE A HANDLE OR STRAP
Drill small holes on
each side just under
the eye openings for
yarn, ribbon or cord.
 Use a craft knife or
scissor end and simply
twist, pushing gently
into the plaster until
you form a small hole.

© 2009 www.funartlessons.com
44
art)

© 2009 www.funartlessons.com
Title
 Artist’s Name
 Medium (materials you used in your

MAKE A GALLERY CARD
Directions: Make a gallery card to put next to your
mask in a display case or bulletin board. Fold an
unlined index card or piece of card stock in half so
that it will stand up like a tent. Write the following
information on your gallery card in dark or colorful
marker.
Date
45
INTERACTIVE ASSESSMENT
GUIDE
DIRECTIONS: CIRCLE EACH CATEGORY WHERE YOU FEEL YOU HAVE EARNED A “3”. FOR EACH CATEGORY
WHERE YOU FEEL YOU HAVE EARNED A 1 OR 2 MAKE NOTES IN THE BOXES TO EXPLAIN WHY.
Conceal/Reveal
Plaster Masks
I Completed 4Art Starts
with care and attention to
detail.
I Completed journal
response #1 & 2
thoughtfully and neatly.
Mask Design
My mask clearly emphasizes
one feature. Color and
pattern is used to express
ideas. Collage items
enhance the overall design.
Craftsmanship
Edges of mask are trimmed
smoothly. Painted surface is
smooth and adequately
covers plaster. Collage items
are glued securely.
Effort
Citizenship
2
Good Job!
Most Criteria
Met
1
Keep Trying!
Some Criteria
Met
© 2009 www.funartlessons.com
Sketchbook
3
Wow
All Criteria Met
I always used class time
wisely. I completed each
part of the assignment to
the best of my ability.
I was careful with supplies
and equipment. I cleaned up
after myself and helped
others. My attitude was
enthusiastic and respectful.
46
INTERACTIVE ASSESSMENT
GUIDE
NAME
DIRECTIONS: CIRCLE EACH CATEGORY WHERE YOU FEEL YOU HAVE EARNED A “3”. FOR EACH CATEGORY WHERE YOU FEEL YOU
HAVE EARNED A 1 OR 2 MAKE NOTES IN THE BOXES TO EXPLAIN WHY
Reveal/Conceal
Plaster Masks
Mask Design
Craftsmanship
Effort
Citizenship
I Completed 4 Art Starts
with care and attention to
detail.
I Completed journal
response #1 & 2
thoughtfully and neatly.
My mask clearly emphasizes one
feature. Color and pattern is
used to express ideas. Collage
items enhance the overall
design.
Edges of mask are trimmed
smoothly. Painted surface is
smooth and adequately covers
plaster. Collage items are glued
securely.
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
© 2009 www.funartlessons.com
Sketchbook
3
Wow
All Criteria Met
I always used class time
wisely. I completed each
part of the assignment to
the best of my ability.
I was careful with supplies
and equipment. I cleaned up
after myself and helped
others. My attitude was
enthusiastic and respectful.
47
ART SELF-CRITIQUE
(KRI-TEEK: TO
QUALITIES.)
DISCUSS A CREATIVE WORK GIVING AN ASSESSMENT OF ITS SUCCESSFUL
Directions: Look carefully at YOUR work of art. Answer each question in complete
sentences. Use four vocabulary terms: design, proportion symmetry, mixed-media,
variety, emphasis. Circle each term you use.
Describe your artwork. Tell about the materials you used, include
information about color, proportion, pattern and texture.
2.
What are some of the challenges you faced in completing your
mask? What did you learn from this project?
3.
Choose an element or principle of art that is used successfully.
How has it contributed to your artwork?
© 2009 www.funartlessons.com
1.
48
ART SELF-CRITIQUE
(KRI-TEEK: TO
QUALITIES.)
DISCUSS A CREATIVE WORK GIVING AN ASSESSMENT OF ITS SUCCESSFUL
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use four
vocabulary terms: design, proportion symmetry, mixed-media, variety, emphasis. Circle each term you use.
Describe your artwork. Tell about the materials you used, include
information about color, proportion, pattern and texture.
2.
What are some of the challenges you faced in completing your mask? What
did you learn from this project?
3.
Choose an element or principle of art that is used successfully. How has it
contributed to your artwork?
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1.
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Artist’s Statement by
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THE END
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