Final Project Version 6-EDSE 604-Teresa Quinn

8/6/2019 Final Project Version 6-EDSE 604-Teresa Quinn

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Teresa Quinn

A. General Plan for the Unit

1. Class Description: In this 5th

grade Social Studies class of approximately 25 regular education students. The students will be having a unit lesson an African culture andgeography. They will be creating African masks out of paper Mache.

2. T itle of Unit: African Culture and Mask Making

Curricular Theme: Creating African tribal masks with paper Mache.

3. Obj ectives: Students will increase their understanding of African culture. Students willlearn the geography of Africa. Students will show an understanding of characteristics of masks, exaggeration, distortion and symmetry.

4. S tandard s: Social Studies Standards that are being addressed are:www.p12.nysed.gov/ciai/socst/

A. S tandard 1, Key Idea 2&3-History of the United States and New York: use avariety of intellectual skills to demonstrate their understanding of major ideas,eras, themes, developments, and turning points in the history of the United Statesand New York.

B. S tandard 2, Key Idea 1& 2- World History: use a variety of intellectual skills todemonstrate their understanding of major ideas, eras, themes, developments, andturning points in world history and examine the broad sweep of history from a

variety of perspectives.C. S tandard 3 , Key Idea 1&2- Geography: use a variety of intellectual skills to

demonstrate their understanding of the geography of the interdependent world inwhich we livelocal, national, and globalincluding the distribution of people,

places, and environments over the Earths surface.

A rt Standards that are being addressedare:www.p12.nysed.gov/ciai/arts/artstand/home.html

A. S tandard 1, Creating, Performing & Participating in the Arts: Students willactively engage in the processes that constitute creation and performance in thearts (dance, music, theatre, and visual arts) and participate in various roles in thearts

B. S tandard 2, Creating, Performing & Participating in the Arts: Students will beknowledgeable about and make use of the materials and resources available for

participation in the arts in various roles.C. S tandard 3, R esponding to & Analyzing Works of Art: Students will respond

critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.


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D . S tandard 4, Understanding the Cultural D imensions & Contributions of the Arts:Students will develop an understanding of the personal and cultural forces thatshape artistic communication and how the arts in turn shape the diverse culturesof past and present society.

5. S trategy: To meet these objectives students will view on video how Africans live incertain parts ofthe continent. Another strategy will involve written material for thestudents to readnarrative stories and historical information about African culture. Thestudents will also be reviewing the country of Africa. The visual arts componentwillinclude instruction on how to draw an African mask and to make an African mask out of

paper Mache.

The lesson will allow the students to see the diversity of different African cultures in theclassroom, which is reflected of individual personality and character. The students willalso learn about the place in Africa, so they can better understand the purpose of Africanmasks.This will also enable them to broaden their awareness and understanding of African culture.

6. R ationale: The teacher will present a short informal African art history to present the truefacts aboutthe culture, the art and where the people live. The study of African art whichincludes African masks will be the key element in communicating to the students the true

beauty of African art, its culture and it meaning. Mask are usually detailed in design,crafted for its specific purpose, and varied in function. Most of the African masks, for example have features like the eyes, nose, ears and mouth that are over emphasized. Theyare also quite distorted in the shape of the head and the neck. The deliberate facialdistortions are based on the African religious beliefs and rituals.

7.

Content: There will be a description of African art history and geography of Africa. Also,the students will be viewing a slide show of all different types of mask from the differentcultures.The students as well will be reading a book called African Art. Students will also

be viewing a video on African culture and masks. In addition the students will be learningabout Africa. The different places that masks come from and also they have to be able tolocate it on the map. Teacher will in addition have African music playing in theclassroom, so it can enhance the learning experience.

8. S tudent Preparation: There will be a presentation on African art history to present thetrue facts about the tribes (cultures), the art and where they live. The African masks arethe key element in communicating to the students the true beauty of African art, itsculture and history. The teacher will give the students some website, so they can look atAfrican mask ( http://www .ar tyf ac to r y.c om/ a f rican masks / index. htm ) and enacted with them(An oth er Face : Masks Ar ou nd th e Wo rld ). Students will in addition do someindividualresearch to get a better understand of the culture and what they use masks for. Theteacher will also give a lesson on how to properly use paper mache and the process tocorrectly construct a mask.

9. M otivation: Explore what students already know about masks and discuss how masks areused in the United States. Begin by asking students to name places and events where they


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have seen masks. Students might, for example, mentions Halloween, Mardi Gras, thecircus, parades, plays, or costume parties. Have students share occasions where they haveseen masks directly painted on people's faces or when they have had their face painted.Ask students to recall what they felt when they saw these masks. Have studentsdemonstrate facial expressions, e.g., happy, sad, scared, surprised, etc. Next, present

Africa as a continent of cultures with a rich history of masks. Although Africa is a hugeregion, masks are worn and used in village ceremonies throughout the continent. Masksoften represent departed ancestors, spirit beings, and invisible powers. Mask features can

be human, animal, or combine elements and features from the human, animal, and spiritworlds.

Show examples of different masks and from various cultures. If possible show real masks... if you do not have any masks, try to find pictures of masks in books, on posters etc.

10. T echnology: The students will not use technology to present their finished project.Students will do a presentation in front of the classroom to present the final project.However, the students will be using the computer to research their project. Theywill use the computer to learn more about African culture and why they used mask as partas their everyday life. The students must know where to locate their African tribe on themap. They will also research different African tribal masks and learn about diversecultures, customs and geographical setting of these ethnic groups.The students mustknow where to locate their African tribe on the map Students will look up images of African masks on the web to use as references when creating their own mask. The teacher will be taking pictures of each students work to put in a showcase and to also share on theweb.

11. S tudent Product/Performance: Students will be creating African masks based on their learning of all the different African cultures. The students will be working individual, sothey will have to figure out what characteristic they want to use on their mask. Studentswill be making 3- D African masks out of paper Mache. This will help them show their understanding of African culture and why masks are such a big part of how they live.Students also need to know where to locate Africa on the map and where theAfrican.Attached is example of what the students will be making:

12. Assessment: Students will be assessed by comparing and contrasting various masks of Africa. D id students create a mask showing characteristics of African art? Exaggeration,distortion, simplification or forms. Students will also have to write a paragraph containsat least 3 facts about their mask and how it relates to African culture.Students in additionwill be assessed by their knowledge of the country Africa. From the research and videosthe students should be able to retain the knowledge that they learned about Africanculture, the geography of Africa and their masks. To test their knowledge students will begiven a quiz on African culture, the geography of Africa and how they use their masks.Their final project will be the test if they really understood African culture. Also, therewill be a rubric attached to see how they will be graded.


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13. M odifications/accommodations:

PowerPointPreferential seatingHave class notes and discussions already printed out.

Highlight important informationD o demonstration more than onceSpecial seatingVisual AidsCooperative learning

B. PR O CEDU R E/I M PLE M EN T AT IO N PLAN S

a) Se ssion #1

b) T ime: 40 minutes. 30 minutes (PowerPoint Presentation), 10 minutes (class discussion and of final project).

c) General :D uring this session students will being to learn about African cultural and their mask.The teacher will start the class off with the presentation and show the students pictures of African masks.d) Goal(s): Students will learn about the African cultures and why the used masks. They willlearn why the mask where so important to the tribe. )

d) Logistics: Students will be sitting in their regular classroom seats

e) Teacher Narrative: D uring this session, students will begin to learn about African cultureand African masks. This will be completed through a PowerPoint presentation. After the

presentation is completed, there will be a whole class discussion about what they learned aboutAfrican culture and African masks. Students will be asked questions such as why do people wear masks? Why do people make masks? How do masks make us feel? What are masks used for?Once they are done with the class discussion, the teacher will discuss with the students what isrequired from the final project.

f) M aterials and R esources: PowerPoint

a) Se ssion #2

b) T ime: 40 minutes. 5 minutes to walk to the computer lab, 30 minutes (research on AfricanMasks), 5 minutes to walk back to class.


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f) M aterials and R esources

y Powdered wallpaper paste (in a box from the hardware store)y White glue (just a little)y Warm water y

Bucket for mixingy Small containers (for paste at tables)y Newspapersy 2" wide masking tape (4-6 rolls)y Thick Bristol board or poster paper (about 1/2 sheet per student)y A masquerade mask to start with from the party supply store (about 25 cents each)y Scissorsy Acrylic paint (and containers to put it in)y Brushesy Containers for water y Hot glue gun and glue sticksy Found objects to glue onto masks (beads, fabric, string, plastic bubble wrap, etc.)y Possibly a completed mask as an example

a) Se ssion #4 and 5

b) T ime: 40 minutes. 5 minutes (distribution of materials), 35 minutes (to work on project), 5minutes (to clean up).

c) General: D uring this session students will being to learn about African cultural and their mask. The teacher will start the class off with the presentation and show the students pictures of African masks.

d) Goal(s): Students will cover the mask with newspaper strips of various lengths that have beendipped in the paste. The paste should have the consistency of thick yogurt. The mask should have

between four and six layers by the time it is completed. Second day: Once the mask iscompletely dryyour students can decorate their masks with acrylic paint and then leave to dry.Then they can do embellishment byadded hot glue (supervision for the young ones) and a stringcan be attached so the mask can be worn.

d) Logistics: Students will be sitting in groups of 4, to help one another.

e) Teacher Narrative: Teacher will walk around the round and help the students if they needcovering their masks.

f) M aterials and R esources:

Powdered wallpaper paste (in a box from the hardware store) White glue (just a little) Warm water


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Bucket for mixing Small containers (for paste at tables) Newspapers

2" wide masking tape (4-6 rolls) Thick Bristol board or poster paper (about 1/2 sheet per student) A masquerade mask to start with from the party supply store (about 25 cents each) Scissors Acrylic paint (and containers to put it in) Brushes Containers for water Hot glue gun and glue sticks Found objects to glue onto masks (beads, fabric, string, plastic bubble wrap, etc.) Possibly a completed mask as an example

a) Se ssion #6

b) T ime: 40 minutes. 5 minutes presentation for each student.

c) General: D uring this session, each student will present their final projects. . As they present,the teacher will be grading their presentation.

d) Goal(s): To present a completed project in the amount of time the students are giving. Eachstudent needs to show that they have understanding of the unit and the importance of Africanmasks.

d) Logistics Students will be sitting in there groups of 4.

e) Teacher Narrative D uring this session, the students will be presenting their final projects.Teacher will be paying attention to make sure the students are listening to the presenter. Theteachers will encourage students to ask questions. After the presentations are over the teacher will talk about how everyone did.

f) M aterials and R esources R ubric sheets.


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Flow Chart

How to research Africantribal masks and learnabout diverse cultures,customs andgeographical setting of these ethnic groups.

Students will design andcreate a mask with authenticfeatures, mixed with their own ideas out of paper-Mache

How to successfullyresearch a theme, processand understand thefindings, select an Africantribe (culture) to base their mask on.

Each student will create their mask out of paper mache and then present it to the class .

Theme: Creating Africantribal masks with paper Mache

Obj ectives: Students will increase their understanding of African culture.Students will show an understanding of characteristics of masks, exaggeration,distortion and symmetry. Students willcreate a sculpture mask using paper Mache-exhibiting craftsmanship inapplying layers. Students will analyzeand respond to different masks used inAmerican Society. Students will interpretthe masks in their own way and be askedwhat kind of mask they would create.

Product: To create and promote

diverse learning, so students better understand some aspects of African tribes (cultures).

Each student will determine whatAfrican tribe they want to use to basetheir mask on.

Online research aboutthe different kinds of African tribes.

Students will be prepared to answer questions relating tothe mask and describewhat influenced themto produce their mask .


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S tudent M ock Example:

Working process of Paper M ache M ask

Finished Product!


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African M asks

Name________________________________ Period______________

1.List some of the ways masks are used (purposes) in the following African Cultures:

a. Baule

b. Biombo

c. Bwa

d. Pende

e. Senufo

2. List some materials that are used for mask making. Why do you suppose those materials areused? Select some of the cultures listed above.

3. List some characteristics of African masks. Select some of the cultures listed above.

4. List some of the ways masks are used today in our own American culture.

5. List some of the ceremonies, rituals or celebrations that are important to you. Think aboutholidays and their meanings, religious ceremonies, personal achievements, special celebrations,as well as political or world events, which could be the focus of a carnival or celebration.

6. Use the list you created as well as your knowledge of masks to focus on a ceremony, ritual, personal achievement or world event that could be your inspiration for the "use" of the mask youcreate. You can also create a ceremony or carnival with special meaning that your mask would

be used in.


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Geography Quiz

1. Where is Africa Located? Circle the correct answer.

2. Label the Africa Map with the correct tribe from the word bank.Word Bank

Baule

Biombo

Bwa

Pende


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R ub ric for Evaluating African Culture and T ri bal M asks

Name: ___________________ Teacher: _____________________

D ate: _____________________ Assignment: __________________

Total _____

Category 4-Ellexant 3-Good 2-Average 1-Poor ScoreKnowledge aboutCulture

The students paragraph contains atleast 3 facts about their mask andhow it relates to African culture

The students paragraphcontains at least2 facts abouttheir mask andhow it relates toAfrican culture.

The students paragraphcontains atleast 1 factabout their mask and howit relates toAfricanculture.

The students paragraphcontains nofactualinformationabout their mask and howit relates toAfricanculture.

Attractiveness/Craftsmanship

The mask shows that the creator was took great pride in his/her work. The design and constructionlook carefully planned. The item isneat (free of unwanted bumps,drips, marks, and tears).

The mask showsthat the creator took pride inhis/her work.The design andconstruction look

planned. Theitem has a fewflaws (unwanted

bumps, drips,marks, tears), but

these do notdetract from theoverall look.

The design andconstructionwere planned.The item hasseveral flaws(unwanted

bumps, drips,marks, tears),that detractfrom theoverall look.

The mask looks throwntogether at thelast minute. Itappears thatlittle design or

planning wasdone.Craftsmanshipis poor.

Knowledge of MasksConstruction

The student can clearly describethe steps used to make his/her mask. The student can accurately

point out how this process wassimilar or different from mask-making in the culture beingstudied .

The student canclearly describethe steps used tomake his/her mask .

The studentcan describemost of thesteps used tomake his/her mask.

The studenthas greatdifficultydescribinghow his/her mask wasconstructed.

Teacher comments:

Final Project Version 6-EDSE 604-Teresa Quinn

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