Sixth Grade Mask Making
In this lesson students broke up into groups of 5-8 to create lists of masks. They considered masks that they know of, have seen, and have worn. Next the whole class joined together to create categories of masks and determined what category their masks would be placed in. Lastly, they decided that some categories could belong within others. For example the Halloween category was placed into the Celebrations category. Some of the final categories included Protection, Ceremony, Health, and Sports.
Together we took a visual journey of masks in time and place. While students viewed mask imagery they considered the idea of “making” one’s identity as they were introduced to Theatrical, Ceremonial, and Festival masks.
Students brainstormed and drew out at least four different mask ideas before they decided upon a final design. The final design was edited and made actual size and then taped onto colored metal tooling. The lines of the design were traced and then the paper was removed so that the foil could be pushed in or out on either side in order to create the interest of texture. Next students chose areas of the mask to highlight with color using permanent markers. Finally students decided on what embellishments they wanted to add to complete their mask. After the masks were completed, students created wall tags for their mask, which included the category of the mask, and it’s use.
- Masks exist in different times and places
- Craftsmanship and skill in the handling of tools, materials, and medium
- Deliberate consideration of texture, color and design additions
- Intentional category and purpose of mask
- Promoting engineering and problem solving through proficiency of the medium
Sixth Grade Navajo Inspired Weaving
Sixth graders were introduced to both traditional and contemporary Navajo weaving and weavers. We explored both the similarities between the contemporary and traditional styles as well as how they have changed within the Navajo culture.
The students created these bracelets with color, pattern, and texture on a cardboard loom with yarn. Considerations included color scheme, symmetry, symbolism and personal identity.
Sixth Grade Tessellations
Students were introduced to M.C. Escher and his work with tessellations. As they observed and analyzed these images they recognized how they could be used to create pattern. Students worked to created their own template to trace while interlocking the traced template with repetition they came up with at tessellation design to embellish.
“I can create a pattern composition using a tessellation.”
“I will know that I have accomplished this when the tessellation is repeated with no gaps or overlapping.”
- Exploring and understanding an artist's process
- Craftsmanship in accurate alignment and tracing of template
- Intentional consideration of design and color to complete the imagery
- Promote engineering and problem solving