1-F (5 - 8) Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
3-D (5 - 8) Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Show examples of masks
cultures (via PowerPoint - prints or slides) - Discuss
reasons for masks - briefly discuss beliefs and values of
the cultures. It is nice to have some actual masks for
students to see.
Demonstrate processes as needed - present a variety of decorating/embellishment techniques
Create sketches for a mask on 9 x 12 (23 x 30.5 cm) newsprint (have handouts of mask ideas from various
cultures available. Think about the meaning of masks you design.
Draw final design on newsprint using pencil
Tape newsprint to foil (small piece of tape at top and bottom)
Trace design onto foil using ball point pen (make sure newspaper is under foil)
Remove drawing from foil. Place face down on pad of folded newspaper. Use Popsicle stick (or rounded plastic modeling tool) to "push and pull" foil. Be gentle so foil doesn't tear - push a little at a time. Work both sides of the foil - turn over an go around shapes with dull pencil (or dull pointed plastic tool). Add desired textures/ patterns.
Use Sharpies and permanent markers to color mask
Cut out mask - Be careful - edges can cut.
Use feathers and other materials to add finishing touches (teacher hot glues for the student, Jeannette recommends having a "hot glue center). Student may also use Tacky glue to glue feathers and embellishments. Feathers, yarn or jute hair/beards can be taped over with small pieces of making tape. A small dad of tacky glue applied with a toothpick will hold a gem or sequin.
Pick out a scrap piece of mat to complete their piece (teacher hot glues). Many frame shops will donate mat board scraps to art teachers - check in your area. Colored poster board could also be used.
Note from Jeannette: Thank you Peggy Flores for doing this as a Hands-On Workshop At NAEA 2001, as well as creating this video. My students and I LOVE this project!
Note from Peggy Flores: I have also found if you curve the masks and then attach with hot glue to black foam core the masks look great and make an attractive display for a student gallery or bulletin board
Did students show an understanding of masks from various cultures?
Did students integrate planning in the creation of a foil tooled mask? Did they show characteristics of masks studied in the design of their own mask?
Did students exhibit craftsmanship in the creation of a foil masks - show a variety of relief areas?
Did students show creativity in the embellishment of their masks? Do embellishments enhance the mask?
by: Judy Decker Unit: Art of Africa - Sculpture Lesson Plan: Reliquary masks - foil tooling (free standing - mounted on wood base) Grade level: Middle School (sixth grade)
I got my idea by looking at masks from various African cultures. I saw how masks were mounted and displayed at museums (mounted with a rod and secured to a base).
The particular motivation for this project was the Bakota
Reliquary Guardian -- Crafted of hammered copper and brass in the country of Gabon. These icons guarded the boxes with the ancestral bones.
Example shown is from Carolyn Brown - Unit: Images and Ideas: Spirit Mask - 8th grade
Students will write about their mask and special meaning or powers it may have and display card with mask. They will tell what culture served as inspiration.
Show images from the collection from St Louis Museum of Art (PowerPoint could be
substituted). Other slides from Sendak Collection were shown
as well. Discuss masks, materials used, and purposes. What are some characterizes? Discuss.
Provide numerous handouts to serve as inspiration. Demonstrated processes
Present a variety of decorating options - showing different kinds of adornment that can be done- jewelry- hair - - feathers - beards etc.
Same as above - except we designed our
masks on 6" x 9" (15 x 23 cm) Newsprint (folded - then transferred to other side using carbon paper). Symmetry - concentric shapes - exaggeration - geometric shapes were all emphasized in the design. Students worked both sides of the foil. Antique with India ink. Brush ink on - let dry slightly - polish off with paper toweling. Buff lightly with steel wool if necessary to bring out highlights.
To mount mask:
Cut out foil ¼ inch larger all around - excess will be folded to the back side around a piece of black cardboard cut to size of mask. Clip curves and clip in corners so foil will fold. Cut across end of points (such as horns)
Trace outline of mask onto black cardboard using carbon paper. We cut these out slightly to the INSIDE of the line so they would be just a tiny bit smaller. Fold foil to the back side of the cardboard.
Embellish with feathers - beaded jewelry - jute/raffia hair or beards - gems. We used Tacky glue. Tape over things glued to the back side (A black piece of paper is glued to hide the tape and rod - to give the sculpture a finished look)
Sand wood base. Insert ¼ dowel rod into pre-drilled hole. Put name on bottom of base with Sharpie. Paint stick and base (leaving a little at top of stick so base can be moved to counter top and placed on wax paper to dry.
Teacher hot glues stick to back side of mask making sure it is perpendicular and centered.
Student glues a piece of black construction paper to back side to hide the stick and any tape that might be on back side.
Students finished writing a brief critique of mask - purpose and culture that inspired him or her on index card that is displayed with the finished piece in show case and art show. (Career education - museum curator)
Same as above - plus: Did students
effectively write about their masks - stating its purpose and
culture that served as inspiration?
Posted to Getty TeacherArtExchange by: Bunki Kramer
Unit: Foil Mask Repousse Sculptures Grade Level: Middle School
Bunki uses 36 gauge Tooling Foil (38 gauge metal is too flimsy) She cuts the 12" (30.5 cm) wide roll into 8x12" (21.5 x 30.5 cm) individual pieces with her paper cutter. She also cuts 1"x12" (2.5 x 30.5 cm) strips for practice.
Students get 8.5" x 11" (21.5 x 28 cm) sheet of newsprint. Fold it hot-dog or hamburger style... whichever way they want their face to go. They draw their face shape with pencil onto the folded sheet and cut it doubled so when they open it up, it's the total face shape. The can also cut out the eyes (paper folded still) and any other shapes to be symmetrical. Open it up and draw sections of design for ideas to be transferred later.
Students get a 1"x12" (2.5 x 30.5 cm) strip of metal and a magazine. Discuss how the pencil pushes down and "indents" the metal which is what repousse is. Have them practice different patterns and designs on the strip. As they are half way through this exercise, discuss "counter repousse" which is flipping it over on the back and going on the outside and inside of the previous lines drawn on the front causing a re-indenting or emphasizing the original indention. Try dots, strips, zigzags, etc. She has tried other utensils but most kids prefer the original pencil and Bunki does too.
After practicing with the strip, take the newsprint mask design and tape it with two little pieces of masking tape onto the metal. Trace the outline with the pressure of the pencil onto the metal (again with magazine. underneath). This metal is light enough to cut out easily with reg. scissors.
When all the repousse work is completed, her students use permanent colored Sharpies for color. Each student is given a small square of wood and a dowel. Wooden squares are pre-drilled for the dowel. Students paint both with tempera (Acrylic Paint may also be used). When dry, add Velcro strips to back of mask and to dowel to attach. Holes can be punched into metal easily to add ribbons, Beads, and feathers. Students like to add as much as possible so they need a light hand guidance for decorating. Sometimes they can get carried away with features. Use your judgment.
Lesson Plan: Aluminum Foil Relief Mask (source of image unknown - original IAD plan lost) Grade Level: Elementary grades 3 through 5
Many same as above. Students will show symmetry - concentric shapes - abstraction - exaggeration. Students will create a low relief mask using simple materials.
Show/discuss a variety of masks from various cultures. Discuss reasons for masks. (Resources same as above)
Demonstrate processes - making mask symmetrical -- exaggerating features
-- using concentric shapes - breaking up surface with line and pattern and geometric shapes.
Demonstrate relief process using heavy string or yarn and cardboard
scraps. Demonstrate finishing steps of cutting and folding
foil to back side for a finished look. Review color planning.
Fold 9 x 12 (23 x 30.5 cm) newsprint vertically (could make these larger if desired). Draw interesting outside contour of mask - nearly
filling the page. Place nose and mouth on center fold. Draw in one eye (eyebrow if desired) away from fold. Show
concentric shapes for eye. Break up the surface of the mask with line and shapes.
When satisfied with overall design - place carbon paper face up against other side of masks and trace over all lines to make symmetrical.
Open up design and transfer to cardboard using carbon paper.
Glue heavy string to lines and add cardboard shapes to build up relief.
Cut out cardboard mask shape
Apply glue to entire surface of mask - place on sheet of aluminum
foil. Smooth foil gently into the textures of the mask. Cut away excess foil - leaving about ¼ inch all around to fold
onto back side. Clip cut in areas and curves so foil will fold more easily.
Use dull pencils to add textural interest to face of mask - add lines - patterns etc -be gentle
Color with permanent markers -- or antique with India ink (brush ink on - wipe off excess with paper toweling).
These masks could also be decorated with feathers, fake fur and other embellishments.
Did students show an appreciation/understanding of purposes and meaning of masks in various cultures?
Did students use symmetry, concentric and geometric shapes in the design of a mask?
Did students show an understanding of low relief in the creation of an aluminum foil mask?
Did students show awareness of color planning in the selection of colors for their mask.