Mask Color: traits
I can create a 3D mask using Symmetry. I can paint my mask using Symmetry
I can research the Beijing Opera's mask colors and use color to represent the character
I wish to portray.
I can write a narative about my character and write his most famous line(s).
ASSESSMENT: Rubric & Feedback
ACADEMIC LEARNING STANDARDS: Ohio Visual Arts
4PE Identify the purposes for creating art objects from various cultures.
1RE Use basic self-assessment strategies to improve their artworks.
• Use mask molds to help form face features.
• Provide gloves for students with tactile issues.
• Allow students to use markers instead of paints to finish mask.
How did I create my mask using paper mache?
Did I sculpt and add on eyes, nose, mouth?
Did I add extra details such as ears, chin and eyebrows?
Did I create SYMMETRY using lines and shapes?
Did I use atleast 3 colors to paint my mask?
Did I allow the mail color to dry before adding details?
Did I make good use of color and use color pattern to create contrast in your mask?
What type of character did I choose and do my colors reflect these color character traits?
Did I write my character some lines for his/her play?
ART HISTORY & RESEARCH:
What did you discover about the Beijing Opera and opera masks?
Note home to parents...
Second graders have been learning all about symmetry in their classroom and in art class. Students were also taught positive and negative space. After several symmetry exercises on the ACTIVboard, students were eager to get to work creating their masks! I hope you enjoy your child’s symmetrical creation inspired by the Beijing Opera! As always, your continued support is greatly appreciated!
Day 1: Introduce new lesson and reason behind creating mask (to appreciate and learn about art from other cultures like China for Peace Around the World). Go through flipchart with class, and discuss the Beijing Opera. A video clip from the opera will be played for all to enjoy.
Frontload symmetry for next week’s painting lesson. Demonstrate how to shape the paper mache onto the entire mask.
Day 2: Have students work in table groups at the very beginning and ask what they already know or remember about symmetry AND have them name something in the Art Room that is symmetrical. One person from each table will be the recorder.
Afterwards, students will have a seat at the board, and we will review flipchart again, and our learning goal. Students will see another brief video, and I will pause it, and have students ask a question about the mask’s symmetry.
When finished with flipchart and all directions, masks will be passed back as well as all supplies, and students will begin. While main color is drying, each child will work on drawing their mask with crayons to show symmetry. Should anyone finish a little early, their Art Challenge paper is on my desk. They will need to complete the other halves of the masks to make them symmetrical.