Marvea Johnson

Aliens Among Us
Fourth Grade/Fifth Grade
3-4 (50 minute) class periods to teach lesson
Goals: Students will be introduced to masks and artists that make
masks- especially Jeff Semmerling. Students will tell a story about
aliens by creating a plaster mask.
Objectives:
Students will compare and contrast masks for functional
purposes verses the use of a mask as a form of art (NS 2) Critical
Thinking
Students will experiment with plaster by using plaster bandages
and use repetitive technique to cover the area completely (NS 1)
Creativity
Students will create a story about their alien [where it came
from, what distinguishing qualities it has] and share it with the
class. (NS 3,6) Creativity
Students will discuss their stories they have created. (NS 4)
Complex Communication
Students will craft their mask creatively, and act with and
present their masks with class.(NS 5) Collaboration
Prerequisites:
Students will need to have prior instruction
Students will have prior experience using paint and clean up
Materials:

Plaster
Bandages
Face
templates

Tempera Paints Feathers,

Assorted
sequins,
Colors
misc. craft
items.
Headbands
Saran wrap

***Found objects (from the classroom/home)

[Bowls, newspapers]

Safety Hazards:

Celluclay

Vaseline

Students will be reminded to roll up sleeves and wear a paint shirt

during printmaking time. Students [fifth grade] will be reminded to use
lots of Vaseline especially where there is hair when making masks on
their face. Students will be reminded that the plaster bandages only go
on the face template or saran wrap.
Interdisciplinary Connections:
Math- repetition of layering plaster bandages for strength
Language arts- sharing their own story about their alien.
Artist Biography: Jeff Semmerling
Jeff Semmerling is an internationally renowned artist from Chicago. He
is an international presenter and historian of masks and their relation
to world cultures., after Jeff graduated from Northwesterns Theater
School, Jeff traveled to New Orleans where he discovered his art in
1981. Jeff has created an expansive career and has been all over the
United States, as well as to Russia, Skopje, Macedonia, Italy and
Germany with his artwork. Each of Jeffs masks take a 12 to 14 part
system. Semmerling begins by custom shaping a piece of fine leather
into a full or partial face plate. These masks are expertly molded for
the utmost comfort in fit custom-designed to suit the masks wearer.
Once Semmerling has completed the masks fundamental shape, he
takes many additional steps to complete the mask, including treating
the mask to ensure its longevity, and embellishments such as painting,
embossing, or adorning the leather with fur, feathers, jewels, and
beading.

Images and Bio and teacher resources found here.

http://www.jeffsemmerling.com/about
http://www.jeffsemmerling.com/masks-gallery
Lesson Procedure
Day 1

Introduction: (children sit together on Rug for intro to lesson) (15

min.)
Today we are going to learn about artists who make masks. (Show a
real mask if applicable) Before we begin:
Can anyone tell me what a mask is? Do you know someone who uses
a mask for their carreer? How can you use masks? Why can masks be
called art? (Class discussion) Try and pick 3 students- maybe not all
that have raised their hands.
I want to show you some African artist style masks used in the African
Culture. Go to
http://www.artyfactory.com/africanmasks/information/african-maskartists.htm read main points and share the different styles at the
bottom of the page emphasizing shapes of masks.
Now I am going to share with you another artist named Jeff
Semmerling. Share info from his biography. He makes masks for many
different occasions, one of them have even been on the T.V. show
Americas Next Top Model. (Hold up example mask) He uses
Today, we are going to learn about mask making with our new mask
making skills, we will create a mask of our own. Remember how African
masks used many different mask shapes. What were some shapes the
masks took? Refer to webpage to give examples and try and relate
them to students.
You will get the opportunity to share a story about your alien mask.
Aliens can be big or small, serious or silly, or anything that you
creatively imagined. Take some time to discuss ideas about alien face
qualities. [long nose? Big eyes, small mouth?] Does anyone want to
share some ideas to get us thinking? (class discussion or pair share)
Demonstration:
Before we start our masks, I am going to demonstrate how to use
plaster bandages and the technique according to grade level [face
template or actual face]. (10 min.)
Have plaster bandages and objects [bowls of water] ready with a
variety of plaster bandages cut to size. We are going to make masks of
an alien we design ourselves. We will trace the edge of the templates
[their faces] with our fingers to show we know where the edges are.
Ok- I am ready to place plaster on the face template- See how I put
several layers all over the template? Where am I putting more layers
for support? Can anyone tell me why these areas need more support?
(accessing prior knowledge and checking for understanding)
Demonstrate how to place plaster on student faces for fifth gradersremind students to use a lot of Vaseline where their hairline is and to

make sure they are not covering up both the mouth and nose, one or
the other. Teach them to think ahead about how much space they
need to have in order to create their alien and how much of the face
they are planning to plaster on.
**Send students to get paint shirts on and head to seats to put their
names on their templates with a piece of tape with their name written
on it.
Pass out supplies and review expectations. Remind students why they
are using multiple layers for support. [not to cover mouth and nose,
one or the other for fifth grade]-[fifth grade]Why do we have to choose
to cover mouth OR nose, and not both? (choral response) ** (5 min.)
Work Time:
Circulate the room and help students when needed- ask questions,
make positive comments, keep students on task.
**When students seem to be finished, about 15 minutes, stop the
class and demonstrate clean-up procedures. (ask for someone to
repeat clean-up directions)**
Clean- up
Soapy water to Wash bowls out
Drying rack for wet projects
Table washing and Hand washing procedures
After you are all cleaned up- go to the rug for lesson wrap-up (5 min.)
Closure: (5 min.)
Once students are back on the rug, review objectives: What did we
learn today about Masks? Can anyone tell me what masks can be used
for? (functional & artistic means)
Next week, we are going to work on adding to our alien masks. Is
there anyone who wants to share an idea they may add to their alien
mask next week? (call on a student who has not raised their hand)
*Add another day for 5th graders if they are making masks on
their own faces with partners, make half of the class one day,
the other half the next day.*
Day 2
Lesson Procedure:(Children are seated on the rug) (5 min.)
Welcome back! Lets start with reviewing last weeks lesson.
Can anyone tell me about the technique we used to start our alien
masks? Call on a student.
What culture of masks did we look at? Hold up Picture of a mask and
ask class to say it all together.
Does everyone remember what we are going to do today? Have
children whisper to a neighbor what we are going to do today. Ask

students to show thumbs up or down if they know or not. Then review

based off of thumb signs.
Demonstration: (5 min.)
Demonstrate how to use celluclay. Discuss how celluclay is used by
demonstrating on an extra mask. Once you are done demonstrate to
students that extra celluclay goes in the trash, not the sink.
Walk around and work with students individually as they work on
adding to their masks. Ask questions, make comments, and keep
students on task. Once students seem to be finishing, prepare for last
demonstration. Encourage students to build at least one feature with
the celluclay. (25 min.)
Once celluclay is dry, call students over to the table to demonstrate
how to pop the masks off of the template. Remind students that the
plaster mask should pop off and that they will need to write their name
on the inside of the mask when it is off the template.
Today we are going to do the same thing.
Demonstration: (5 min)
1.) Take face template and use fingers to pop the make off of the
template.
2) Write name on the inside of the mask.
3.) Use paint, feathers, whatever is found to decorate an area of your
demonstration mask.
4.) Place mask on the table in designated area and discuss students
view and share thoughts about the project.
Clean- up
Soapy water to soak painting materials
Drying rack for wet projects
Table washing and Hand washing procedures
Day 3
Lesson Procedure :( Children are seated on the rug) (3 min.)
Review goals about making an alien mask, and creating a story to go
with it. Look at Jeffs masks and ask students to pair share alien
qualities.
Work Time: (20 min.)
Refer to demonstration during last meeting, ask questions, and keep
students on task in creating their alien.
Allow time for this activity. (15 min.)
Time may allow you to share masks at the end of class, and depending
on time left let them perform with them together. Do not hurry this
process. If time is needed, a fourth (fifth) class should be added to
allow students to share their and qualities of their masks. The sharing

of the stories and alien qualities is important to the lesson be ensure

they used creativity and put time into their mask.
Assessment:
Students will be assessed on 3 main objectives:
1.) Did the student use plaster bandages/celluclay correctly?
2.) Did the student creatively depict their alien on the mask?
3.) Did the student show good social skills and creativity in sharing
their aliens story?
4.) Or have students self-assess their work and attach to project