Click here to load reader

backwards design unit

  • View
    158

  • Download
    0

Embed Size (px)

Text of backwards design unit

Three Dimensional Design: Painted Plaster Masks

Painted Plaster Masks3d Design -- Grades 9 through 12 -- Collins Hill High School

Unit: Painted Plaster MasksClass: 3-Dimensional Design Teacher: Crissy ClouseGrades: 9th through 12th

Unit Overview

This unit it catered to a three dimensional design class for students from ninth to twelfth grades. Students will be introduced to the use of masks in different cultures from around the world. They will be introduced to the religious and spiritual significance a mask can have for a group of people: like how they were used to link the spirit world to the wearer of the mask, how they were used to scare off evil spirits of omens and how they were used as totems for religious figures. The aim is for students to see the importance of how masks can make a message, evoke a feeling, or help alleviate a worry. First, students will make a mask from clay. Then, they will wrap the clay with plaster strips. Once the plaster has hardened, the student will have his or her blank mask, and an empty canvas on which to add motifs and designs that will help strengthen the message stated in the facial expression of the mask.

Rationale This unit has two goals. First, the unit will introduce students to a wealth of cultural art history as they explore how people from around the world have used masks conceptually and aesthetically. This will inform students that art can be used for therapeutic reasons. They will learn that art can be used as a shield; a creative means of metabolizing fears, insecurities and passions. Lastly, they will gain multiple technical skills as they create their mask first in clay, then use plaster gauze, and then fine-tune two-dimensional design skills as they paint and decorate their masks.

Stage OneEstablished Goals

VAHSVACU.1 Articulates ideas and universal themes from diverse cultures of the past and present.VAHSVACU.2 Demonstrates an understanding of how art history impacts the creative process of art making. VAHSVAPR.5 Creates artwork reflecting a range of concepts, ideas, and subject matter.VAHSSCPR.2 Engages in an array of sculpture processes, techniques, and aesthetic stances.VAHSSCPR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning.VAHSSCAR.2 Critiques sculptures of others individually and in group settings.

Understandings

Students will understand the significance of masks from cultures around the world. They will see how people have used them in multiple ways, like in theater, as a communicator for the spirit world, or to scare away evil spirits Students will understand the significance of making art, in this case masks, as an emotional response

Essential Questions

How can I make a mask that has three-dimensionality while also having aesthetically appealing design? How can I make a mask that is an extension of my personality?

Other Questions in Focus

How can I draw or create a facial expression that shows an emotion? How can I turn my two-dimensional drawing into a three-dimensional mask? How can I make my mask appear three-dimensional in clay? How can I use two different types of lines as well as a color scheme in creating a design on my mask that utilizes a principal of design?

Before this Unit, Students will Need to KnowAs a Result of this Unit, Students will be Able to

Basic facial proportions Basic portrayal of emotions in drawings Basic drawing techniques Color Schemes Translate a two-dimensional drawing into a three-dimensional form Use line variance and color schemes to create an interesting design Use slip, scoring, and coiling methods to build up a clay body Follow directions to make a plaster mask over the initial clay body that will be removed effectively

Stage TwoPerformance Tasks

Lesson OneAfter a Powerpoint, students will be assessed on their attentiveness and understanding of the presentation. Students will be given three brief questions and a prompt to draw three different masks with different facial expressions, and to write a brief summary of each mask as to why its expression is so. Questions include: What roles do masks play in different cultures? Give two examples. What do you want your mask to do? To tell a story? To scare something away? To communicate something in a way you cant? What can you do to the appearance of your mask to make it do what you want it to do?

Lesson TwoStudents will be given a worksheet to complete. This worksheet will be used as planning material but will be used to assess the students planning techniques as they begin creating their masks. The worksheet with cover: What emotion is my mask going to have? What shape will my mask be? Is my mask going to be a human, animal or combination? What sort of design will my mask have? What colors will be used on my mask? What colors will I use for my mask? Worksheet will be graded on thoroughness and thoughtfulness.

Lesson ThreeStudents will use a self-assessment check list as they begin to build their clay masks. Students will ask themselves these questions: Is my mask free of undercuts? Are my wrinkles or lines wide enough? Is the profile of my mask showing enough depth? Can I see what its brow ridge, nose, cheeks, and chin? Did I slip and score my coils? Checklist: See Page

Lesson FourAs students are removing their masks, they will self assess the width, strength, and neatness of their plaster masks. The results of their self assessment will lead to further performance tasks (adding more layers of plaster, smoothing edges).

Lesson FiveStudents will be given a worksheet to fill out as they begin to paint their plaster mask. The worksheet will be part self-assessment and part Principal of Design review. It will ask students: What two types of lines are used in my painted design? What colors and color schemes are used? Would my mask be considered messy? Am I using the right size paint brush? What Principal of Design is used (give definition and where it was used in the mask).

Lesson SixStudents will be assessed on retention of information on facial proportion, color theory, elements of art, and principals of design in a teacher-guided critique.

Criteria

Final Rubric: Page 20

Learning Activities

Lesson OneStudents will be introduced to the use of masks throughout all cultures and regions of the world. Through the use of an image-rich Powerpoint, students will be introduced to many examples of masks, as well as brief information about how they were used. Some examples of uses are to scare evil spirits away, to be used as communicators to the spirit world, and to represent a dead ancestor. After the powerpoint, the students will answer three teacher-directed reflections about what they learned. They will then practice drawing three to four mock-up masks, each showing a different facial expression. Students will need to include a short two-three sentence explanation of why the mask is showing that emotion and what that mask would be used for.

MaterialsPowerpoint attached in CD Handout: Pages 12 and 13

Lesson TwoStudents will choose one mask/emotion from the previous lesson to elaborate on. First, students will be given an exercise in facial proportions. After they get the facial proportion worksheet, students will take turns putting felt eyes, nose, and mouth on a felt oval (head). This will be done at the front of the room. Students will get to choose from a wide variety of different types of eyes, noses, mouths and ears, giving them inspiration for funky designs for their masks. Then, students will be given 15-20 minutes to practice drawing the frontal and side portrait of their tablemates. This will give students the opportunity to learn how far some noses, chins, lips, foreheads and cheeks pop out. Next, students will draw their mask from the front and then from the side, to understand the depth of the mask and to plan before they begin making their mask from clay. Masks must have proper human facial proportions. They are free to add to the face if they wish, even meld an animal with the human face, but they must use proper facial proportions, lengths, and widths. That means their mask must be around 9 inches long and five inches wide.

MaterialsPaper (11 in x 18 in, folded in half)Pencil, eraserHandout: Page 14

Lesson ThreeTeacher will introduce clay to the students. Teacher will do a 10 minute demo. The students will stand around her table and watch as she applies wet clay together. She will demonstrate coil building, slip and scoring, additive and subtractive techniques. Students will be given 40 minutes to start exploring with clay as they make their own mask. Each student will be given a 1/2 inch clay slab. They will be instructed to wad up a sheet or two of newspaper and put it under their slab, draping their slab over it. This will start their masks off with a convex shape. They will then use the additive process as they apply clay onto their slab, beginning to build up their mask. As they build up their mask, students will need to keep in mind a couple of parameters: There cannot be undercuts. If there is an undercut, the plaster will not be able to come off. The profile of the mask will need to have prominent definition. The mask should not be flat. Students will wrap the masks with wrung-out damp paper towels every night and keep the mask in a sealed box, until before they wrap them in plaster. Students will be given a handout which will have all vocabulary and tools, for students reference. The sheet will also have a check list, which will let students self-asses as they build their masks.

MaterialsHandOut: Pages

Search related