Symmetrical African Masks
Kindergarten, 1 Week
This unit provides Kindergarteners with the opportunity to practice using scissors and glue, in order to make a composition that studies symmetry, pattern, color and shape.
Relationship to Life
Students in Kindergarten will continue their education in learning colors and shapes. Kindergarteners are expected to use these elements of design and incorporate them in patterning and symmetry. Students will first learn about masks used in African .
Visual development at this stage is announced by the appearance of circular images with lines, which seem to suggest a human or animal figure. During this stage the schema, or visual idea, is developed. The drawings show what the child perceives as most important about the subject. Children are not yet concerned with depicting an image realistically- their aims are still to figuratively represent an image. Creative process is recognized and understood. Details and color add purpose and meaning to images.
Space- objects are placed in a haphazard way throughout the picture, and the use of color is more emotional than logical. Usually space is ignored, and proportions or figures and composition vary.
Letters and Numbers are gradually incorporated into works as the children learn about them in school and at home. The use of letters and numbers helps children portray, in greater detail, their ideas and often drawings start to have some sort of narrative.
Colors begin to have reason behind why they are selected. More often than not, color is chosen based on preference, not because it is entirely realistic or true to the subject being drawn. However, color choice does make sense as details are incorporated.
Problem/Activity Statement
Students are presented with the task of creating an African-style mask that shows symmetry. Students will focus on creating compositions by creating patterns with cut paper that will be symmetrical in both color and shape on both sides of the face. Students will be instructed to create eyes, a nose and a mouth, and to add embellishments that will describe facial features. Students may also add decorative features, such as jewelry, hats, etc. based on images shown to students at the beginning of the unit.
Goals
Students should:
Understand: The meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history
(MACF Standard 6)
Characteristic features of the performing and visual arts of native populations.
(MACF Standard 8)
Know: The art making processes necessary to design and create their object.
(MACF Standard: 4)
Be able to identify primary and secondary colors, and how color can convey mood and emotion. Be able to identify shapes and forms and use them in personal artwork.
(MACF Standard 2)
Be Able to: Demonstrate the ability to create 2D works that show knowledge of unique characteristics of particular media, materials and tools, and be able to produce/construct an object that enables personal voices.
(MACF Standard: 1)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Use a variety of tools and techniques to apply the formal qualities of art.
Analyze and apply thematic compositional approaches used in traditional African masks, and utilize newly learned knowledge of colors and shapes to create interesting images reflective of concepts learned.
Demonstrate an understanding of ways and reasons why artists created African masks.
Resources and Materials
Materials:
Construction paper
Scissors
Glue
Exemplars:
Reliquary Head (Nlo Bieri), 19th–20th century
Gabon; Fang, Betsi group
Wood, metal, palm oil; 18 5/16 x 9 3/4 x 6 5/8 in. (46.5 x 24.8 x 16.8 cm)
The Michael C. Rockefeller Memorial Collection, Bequest of Nelson A. Rockefeller, 1979
Face Mask (Kpeliye'e), 19th–mid–20th century
Côte d'Ivoire, Mali, or Burkina Faso; Senufo
Wood, pigment; H. 15 15/16 in. (40.6 cm), W. 6 3/8 in. (16.2 cm), D. 3 1/8 in. (7.9 cm)
Motivation
For the first lesson, the teacher will have prepared at least one example of their own work to show the class. The teacher will show students an African mask from Ethiopia, and will also show images of African masks from other regions. The teacher will explain
the significance of masks in African ceremonies, their use in religious and other social ceremonies, and their resemblance to humans, animals and religious entities.
Questions
Topic Questions:
Do you think masks are a form of art?
What qualities do masks possess (carvings, paintings, imagery, etc) that make them art?
Association Questions:
Have you ever work a mask? Why? Did you act or feel differently when wearing the mask?
Visualization Questions:
Why do you think the masks were made to look like people and/or animals?
What personal experiences or religious beliefs do you think influenced the imagery of these different artworks?
Transition questions:
What Elements and Principles of Design are most important to remember when making a mask? When making something symmetrical?
Vocabulary:
Collage- Artwork made using an assemblage of materials.
Symmetry- Something that is exactly the same on both sides of an image.
Mask- An object that obscures one’s face and shows another, difference face.
Distribution
For the first lesson, students will be given one sheet of brown construction paper that has already been cut by the teacher in the shape of a mask. Students will have access to scissors, glue, colored paper, and pencils.
Work period
The students will first have a discussion with the teacher about African masks. The teacher will explain the prevalence of masks in ritualistic, artesian and social culture, and will point out the stylistic differences between Western and African art. The teacher will then draw attention to the use of symmetry in African masks, and will ask students to point out places in which symmetry is demonstrated. After the class discussion, students will be instructed to create their own masks, with eyes, a nose, and a mouth, embellished with colors, shapes and patterns to give their masks an identity. Students can make a human or animal mask.
Clean-up
At the end of each class, students must make sure their names are on their projects. Any projects with wet glue must be placed on the drying rack. Students will be instructed to help clean up scraps and glue or scissors that are around the classroom.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will ask students about connections made and realizations had by students about their projects during the creative process. The teacher will review where materials and projects should be put away, and the class will be dismissed.
Evaluation
Did the students…
Did the students create an image based off of African masks?
Did the students create an image that demonstrates symmetry?
Did the students create an image that demonstrates ability to manipulate materials?
Did the students create an image that demonstrates an ability to create pattern with colors and shapes?
Did the students create a mask with a (human or animal) face, with eyes, a nose, and a mouth?