unitplan

media type="youtube" key="Jv2WOm_CtsQ" height="344" width="425"media type="youtube" key="5CIjVxHmlyM" height="344" width="425" Grade level: Middle School Eighth Grade Discipline: Visual Art Teacher name(s):Ann Cehula Email address: Ann.Cehula@albert gallatin.k12.pa.us Albert Gallatin Area School District/Albert Gallatin South Middle School

Title of unit: Mask making using Cultural Traditions

Unit Overview: Students will know the varied purposes and reasons different cultures wore masks .Students will know what needs of mankind link mask making of the past, present and future. Students will create a mask using a purpose from their cultural research.

Big idea : People of different cultures use masks for many purposes; protect, conceal, adorn, immortalize and entertain.

Essential questions: What are the instinctive needs and beliefs common to all people that led to the use of masks? What are the uses of masks today? What mask-making purposes have transcended time? Will the mask survive in the cultures of future generations?

Summative task: Students will research the multiple reasons (purposes) for mask-making throughout time. They will then draw upon their findings to create a mask with an authentic purpose. Finally they will demonstrate the mask's purpose through writing or pantomime. Rubric Proposal || Student statement identified a purpose of mask-making that they wish to pursue and described how multiple cultures throughout history have made masks for this purpose. || Student statement identified a purpose of mask-making that they wish to pursue and identified a culture that created masks for this purpose. || Student statement identified a purpose of mask-making. || Student statement specifies purpose unrelated to mask. ||
 * Criteria || ADVANCED || PROFICIENT || BASIC || BELOW BASIC ||
 * Research statement/
 * Description of mask's purpose || Student description clearly describes the possible scenarios in which the mask would be used and references specific cultures that also used masks for this purpose. || Student description clearly describes the possible scenarios in which the mask would be used. || Student describes the possible scenarios in which the mask would be used. || Student description describes mask. ||
 * Mask || Mask portrays qualities necessary for fulfilling its intended purpose (not merely in physical structure, but also functional/emotional/spiritual) || Mask portrays physical qualities necessary for fulfilling its intended purpose. || Mask portrays qualities that have an unclear relationship to mask's intended purpose. || Mask portrays qualities that are unrelated for its intended purpose ||

PA Academic Standard Content Indicators (Know) Process Indicators (Do)
 * 1) 9.2.8FKnow and apply appropriate vocabulary used between social studies and the arts and humanities

1.1.8F Understand meaning of and apply key vocabulary across various subject areas || 1a) Students will know that masks are universal.

b) Masks have been used to protect,disguise,adorn and immortalize the face.

c) Masks are made of numerous materials. || 1) a,b,c Students will watch video "Masks and Face Coverings" and take specified notes ||
 * 2a) 2.5.8B Verify and interpret results using charts

b.) 9.2.8G Relate works in the arts to geographic regions

c). 9.2.8 A Explain the historical, cultural and social context of an individual work in the arts.

d) 9.2.8 D Analyze a work of art from its historical and cultural perspective

e) 9.2.8 K Identify, explain and analyze traditions as they relate to works in the arts -9.2.8L Identify, explain and analyze common themes, forms and techniques from works in the arts -1.2.8 A Read and understand essential content of informational texts and documents in all academic areas
 * Draw inferences based on a variety of information resources || 2a) Students will know where the country that they are researching is located on a world map.

b) Masks are used for different purposes in different cultures.

c) Instinctive needs and beliefs of all people lead to the use of masks

d) Purposes for using masks today have been repeated throughout world history

e) Masks will always be a part of worldly culture as long as man has a need to protect, conceal, adorn or immortalize his face. || 2) a) Students will use a computer to research masks of cultures of a specific continent.([])

b) Students will fill out informational sheet on their research

c) Students will compare their findings using world map website [|http://www.zeemaps.com] .Teacher will project map and type in mask making reasons that students have found through their research on each country/ continent. Commonalities will then be discussed.

d) Students will search websites for modern masks and usage and again compare them to their other findings on reasons for creating them.

e) Students will analyze data and draw a conclusion as to the use of masks for future generations. || -9.1.8E Communicate a unifying theme through the production of works in the arts || 3a) Masks serve distinct functions that are adaptable to all eras and cultures || 3a) Students will create mask with a distinct purpose || -9.1.8F Explain works of others within each art form through performance or exhibition || 4) Writing or pantomime will affirm the intended purpose of a mask || 4) Students will write or pantomime the purpose of the mask they created ||
 * 3a) 91.8 know and use the elements and principles of each art form to create works in the arts and humanities
 * 4a) 1.5.8a Write with sharp distinct focus. Identify topic, task and audience

Butcher Paper || Students will share worksheet answers as a group and write in what they did not have listed. || Students will be asked to write down three reasons people wear masks and also three materials that masks can be made of before leaving class || --Seating near instructor --Extra time on worksheet --Re-direction if off task --Positive reinforcement for all attempts at participation --Buddy system to help with worksheet || Enrichment for gifted learners: Students will explore aspects of their own personal culture-ethnic background, family traditions ,holiday celebrations and teenage lifestyle. || --Buddy system to help with computer, plus one on one teacher assistance. --Positive reinforcement for any attempts at participation in discussion --flashcards for vocabulary || Enrichment for gifted learners: Students will select aspects of their own culture that can be represented in a mask. They will then sketch a personal mask and decide what it would be used for such as a sporting event or holiday celebration. || --One-on-one oral report to tell of purpose of mask making they will pursue plus identify a culture that used masks for that purpose. || Enrichment for Gifted Learners: Students will brainstorm words that relate to their personal masks || mask with tape. Cardboard may also be added to achieve the necessary structure .Once completed, masking tape will cover entire framework. Next, students will apply at least two layers of plaster -gauze over tape. || Students will check, along with teacher assistance, for any gaps in plastergauze application || --Extra help with color mixing --one-on-one teacher assistance with paint application --re-direction if off task || Enrichment for gifted learners: Student will write poem connecting the words that described their personal mask. || --One-on-one oral report or pantomime || Enrichment for gifted learners: Students will use Vado to record student pantomimes and paragraph readings as well as film a display of all the masks. Background music such as African drumbeats, Indian chants or other cultural songs will be downloaded to Ipod and played during filming. ||
 * TOPIC || INSTRUCTION PLAN || FORMATIVE ASSESSMENT ||
 * Masks are universal || DAY 1:Students will brainstorm question "Why do people wear masks?" Answers will be written on butcher paper ||  ||
 * Time: One class period,(45 Minutes) || Students will watch video "Masks and Face Coverings" and take notes. Paper will be divided in half. On one side list " Materials that masks have been made of throughout time", and on the other side list Purposes/Uses of Masks" || Discuss as a class to figure out how to assess any gaps in understanding ||
 * Materials: Video, Handout, Pencils, Rubric,
 * || Present rubric and assignment to the class. Ask for student input about rubric. ||  ||
 * || Accommodations for Learning Support: ADD/ADHD, Hearing Impaired, Intellectual Disability
 * || DAYS 2, 3 ||  ||
 * Masks of different countries and cultures were used for a variety of purposes and were made of many different materials || Students will be divided into groups. Each group will be assigned a continent. Specified websites([]) will be given to each group for researching masks of countries of that continent. Students will fill out a worksheet/ questionnaire detailing their findings. ||  ||
 * Time: Three class periods (45 Minutes each) || Teacher will use website [] to project world map. Each continent will be addressed and teacher will type in student findings on top of country/continent they researched. The commonalities of purposes for mask making worldwide will be listed on chalkboard or butcher paper. ||  ||
 * Materials: Computers, List of websites, Questionnaire, Pencils, Drawing paper, projector || Students will analyze and explore data of modern day masks. After discussion students will conclude that mask usage will be continued as long as man has the need to protect, conceal adorn or immortalize his face. || Teacher led probe into student findings ||
 * || Accommodations for Learning Support:
 * Mask making purposes are inherent to particular cultures and are used thoughout the world for many of the same reasons || Day 4: Students will write statement of purpose of mask making they wish to pursue and identify a culture from their research that made masks for this purpose. They will describe an authentic scenario in which the mask would be used. ||  ||
 * Time: One class period (45 minutes) || Students will sketch mask they would like to create. Included in the planning will be specific materials they intend to use. || Plans will be assessed by teacher as to the readiness to pursue mask making ||
 * Materials: Mask research papers, pencils, drawing paper. ||  ||   ||
 * || Accommodations for Learning Support:
 * || Days 5-10 : Students will begin work on masks. ||  ||
 * Constructing a plastergauze mask || Demonstration on construction of mask and applying plastergauze . ||  ||
 * Time: 5 Class periods (45 min. each) Approx. || Keeping the intended appearance of their mask drawings in mind, students will wad aluminum foil into desired forms and adhere to
 * Materials: Aluminum foil, plastic mask forms, plastergauze, water and container, scissors, newspaper, masking tape, acrylic paint, brushes, wax paper, glue gun, white glue, sequins, fake fur, felt, raffia, yarn, buttons, seeds, beads and other ready made items. || After plastergauze application is completed, color mixing will be reviewed and paint application discussed. Students will then paint masks using acrylic paints to achieve desired coloring. || Short questionnaire to assess students prior knowledge of color mixing. Then after teacher reviews, students will again be assessed to find if more instruction is needed. ||
 * || Final touches will be added once painting is finished. Students will glue on embellishments to give mask the appearance of the intended cultural look. ||  ||
 * || Accommodations for Learning support:
 * Masks are used for specific reasons. || DAY 11: Writing or Pantomime ||  ||
 * Time: One Period (45 min) || Students will write a short paragraph that tells of the cultural purpose of the mask they researched and created.--or students will act out a pantomime that clearly portrays the intended cultural purpose of their mask. ||  ||
 * Materials: pencils, paper, Vado || Accommodations for learning support:
 * Materials: pencils, paper, Vado || Accommodations for learning support:

Teacher materials needed: Video "Masks and More Masks", Samples of mask pictures/masks, projector, butcher paper,markers, Vado, Ipod,

Student materials needed: Computers. Pencils, drawing paper, Handout research form on video, website packets on assigned continent to research, mask forms, plastergauze, scissors, glue, glue guns, acrylic paint, feathers, raffia,sequins, shells, glitter, yarn, burlap, cardboard, aluminum foil, tape, paper bags, beads, string, fake jewels

Unit vocabulary: form, shape, contrast, texture, tradition, ritual, customs, totem, culture, transformation

Unit warm-up: Art room decorated with picture masks and word wall.

Assessing Prior Knowledge: Brainstorming the questions "Where have you seen people wearing masks? Why were they wearing them?"

Accommodations for Learning Support; IEP'S will be viewed and accommodations made accordingly

Accommodations for ESL students:

Enrichment for gifted learners: Students will brainstorm their own personal culture and traditions. Next, they will sketch a mask that embodies their own persona and purpose of use such as holiday or sporting event. They will then write a poem connecting words that describe their personal mask.

Unit accommodations for students not proficient on summative task: Students will be met with individually .They will be re-directed toward achieving desired goal

Unit accommodations for learning support students: Repetition, Front of room seating, Buddy system helpers, Resource room, Encouragement for all attempts, flash cards for vocabulary, One-on-one assistance, re-direction if off task

Unit enrichments: Mask program from "Gateway to the Arts"