Africanunitplan

Day 1
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Standards, Essential
Questions
Lesson title Introduction to African Art

Duration 47 minutes
Discipline/Subject Creative Arts 7th Grade
Grade level/ Setting/Grouping 7th, instruction
Learner characteristics
Students will be able to gain a level of knowledge through the slide
show that will assist them throughout the unit
Prior learning experiences tied to lesson
Note taking through slide shows from prior courses
Goals
Gain knowledge on the history of African Art through a slide show
Objectives
Students will be able to gain information about African Art necessary to
future projects, through the use of a slide show presentation
Essential Questions How can we take traditional African art, and use it
in the classroom?
In what ways do you think the process of traditional African Art is
different than art that is made here? Why is that?
Standards
CA.700.15.02
CA.700.33
CA.700.23.01
CA.700.25.02
CA.700.30.01
CA.700.33
CA.700.37
Materials and
Resources
Instructional
Procedure
Slide show presentation, note taking materials

Launch/Warm Up
The students will listen to African Music without any knowledge of
what the music is. They will be asked What kind of music is this?
along with Is there anything about this music that reminds you of
music you listen to?
5 minutes
Instructional Steps
The instructor will be conducting a powerpoint presentation, during this
presentation the students will be introduced to African Art history, as

well as various forms of African Art. The students will be taking notes
on this
35 minutes
Wrap-Up/Closure
The students will be asked What are 3 ways we could use African Art
in a classroom setting?
3 minutes
Assessment
Informal
Differentiation
Use African
Accommodations/Modifications for Students with Documented

Disabilities (IEP/504)
Students who have a documented disability will have accommodations
that fit their disability prior to this lesson
Accommodations/Modifications for English Language Learners
Those with low level English skills will be helped with the visuals that
are in each slide in order for them to better make connections
Accommodations/Modifications for Gifted and Talented/Highly
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 2
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure
Lesson title Expectations and Sketching

Duration 47 minutes
Grade level/ Setting/Grouping 7th, instruction
Students will be able to figure out expectations for their African Mask
project using an expectations sheet, a how to demonstration, and
sketching
Sketching in prior art classes
Goals
The students will be able to form their main idea for their African mask
project using expectations, a demonstration, and finally their own
sketches
Objectives
The students will be formally introduced the African masks project.
The students will be handed a rubric for expectations, and a how to for
directions.
The students will begin to sketch.
This day will give them what they are expected to do and how they
should be doing it. They will also be able to start their own ideas
Essential Questions Why is sketching so important before starting a
final work of art?
Why is a rubric important to have when working on an art project?
Standards
CA.700.15.02
CA.700.30.01
CA.700.43.01
CA.700.43.02
CA.700.47.03
CA.700.50.006
Expectation sheet, sketch book, graphite pencils, art erasers
Launch/Warm Up
Students will answer the question
Why is sketching so important before starting a final work of art?
5 minutes
Instructional Steps
1. Students will be introduced to the African Mask project,
the instructor will hand out and go over the expectations work
sheet and answer any questions
15 minutes
2. Students will be given a rubric for the African Mask
project, the instructor will go over the details in order for the
students to know expectations even further
5 minutes
3. Students will be given a short demonstration for the
sketching, and then will be asked to use up the rest of class time
sketching
20 minutes
Wrap-Up/Closure Students will be asked the question:
How do you feel now that you have been sketching for your African
Mask project, and expectations have been shown?
Assessment
Informal
Differentiation
Use African

Those with low level English skills will be helped with the visuals
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 3
Lesson
Description/Learner
Characteristics
Lesson title Work Day 1

Duration 47 minutes
Grade level/ Setting/Grouping 7th, instruction, demonstration
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure
In groups of 2, students will be able to start the first step in the African
Mask process, applying plaster after watching a demonstration
Not available
Goals
In groups of 2, students will be able to apply plaster in order to create
the base of their African Mask, through the use of a demonstration
Objectives
The students will be given a demonstration on the application of plaster
The students will be able to apply the plaster in order to create the base
of their African Mask
Essential Questions Why is sketching so important before starting a
final work of art?
Why is a rubric important to have when working on an art project?
Standards
CA.700.43.01
CA.700.43.02
CA.700.43.03
CA.700.45.02
CA.700.50.01
CA.700.50.04
CA.700.50.05
Plastic masks, paper, plaster, water buckets, sand paper
Launch/Warm Up
List as many characteristics of African Masks as you can
5 minutes
Instructional Steps
1. Students will be asked to watch a demonstration on
applying plaster to plastic masks
5 minutes
2. In groups of 2, start by crumpling up pieces of paper in
order to distort the size of the face to what you would like
3. Dip the pieces of plaster bandage in the water, and model
them onto the crumpled paper and the mask to attach
2-3 should take 5 minutes
4. Cover the entire mask in plaster bandage. For the ears,
eyebrows, and nose, shape the plaster and attach it to the face
5. Cover the mask completely in the plaster bandage, and
smooth it out
4-5 should take 15 minutes
Wrap-Up/Closure As you clean up, think about ways that you could
differentiate your mask as you get farther into it. Also think about the
plaster demonstration and if you have any questions
Assessment
Differentiation
Use African
10 minutes
Informal
are in this lesson
Able Learners
Students who finish early can help cut plaster and help apply plaster
Reflection
Content Knowledge
Quality of Writing
Day 4
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure

Duration 47 minutes
Students will be able to start constructing accessories for their African
Mask while the plaster mask dries
African mask slide show
Goals
The students will be able to create accessories to use for their African
Mask, after modeling by the instructor
Objectives
The students will watch a demonstration on how to create hair out of
twine
The students will create hair out of twine
The students will watch a demonstration on how to create beads using
gold bonsai wire
The students will create beads using bonsai wire
The students will put bonsai wire on twine with beads
Essential Questions
Why do you think the African culture has an emphasis on accessories?
How is it different or similar from your own culture?
Standards
CA.700.43.01
CA.700.43.02
CA.700.43.03
CA.700.45.02
CA.700.50.01
CA.700.50.04
CA.700.50.05
CA.700.33
CA.700.15.02
Gold Bonsai Wire, assorted beads, twine, brush handle
Launch/Warm Up
5 minutes
Instructional Steps
1. Watch Instructor demonstrate the making of African mask hair
using twine
Assessment
Differentiation
Use African
5 minutes
2. Cut twine at a length of 35-50cm and pull on a bead. Make 3-5
strands depending on how much hair you want.
3. Tie a knot around provided beads, so it locks at one end of the
twine
Steps 2 and 3 should take 15 minutes
4. Cut the short end off with scissors at the knot
5. Watch instructor demonstrate the making of twisted beads using
Bonsai wire
5 minutes
6. Twist selected bonsai wire around an object such as a brush
handle
7. Pull wire on twine, hiding the knot
Wrap-Up/Closure
Students will spend the remainder of class cleaning up
Informal
are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 5
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure

Duration 47 minutes
Students will be able to continue constructing accessories for their
African Mask while the plaster mask dries
Goals
The students will be able to create accessories to use for their African
Mask, after modeling by the instructor
Objectives
The students will continue to create hair out of twine
The students will continue to create beads using bonsai wire
The students will put bonsai wire on twine with beads
Essential Questions
Standards
CA.700.43.01
CA.700.43.02
CA.700.43.03
CA.700.45.02
CA.700.50.01
CA.700.50.04
CA.700.50.05
CA.700.33
CA.700.15.02
Gold Bonsai Wire, assorted beads, twine, brush handle
Launch/Warm Up
Masks are common in African Tribes, what are they used for? Give 3
reasons
5 minutes
Instructional Steps
1. Cut twine at a length of 35-50cm and pull on a bead.
Make 3-5 strands depending on how much hair you want.
2. Tie a knot around provided beads, so it locks at one end
of the twine
3. Cut the short end off with scissors at the knot

5 minutes
4. Twist selected bonsai wire around an object such as a
brush handle
5. Pull wire on twine, hiding the knot
Wrap-Up/Closure
The class will end with Quizizz, and the students and instructor will
have a better idea about the type of growth the students have made
through the African Mask making
15 minutes
Assessment
Quizizz
Differentiation
Use African

are in each lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 6
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions

Duration 47 minutes
The students will be able to properly use face paint to paint their African
mask in a way that reflects the mood they would like to give off or what
they want to represent. This will first be shown in demo form, so the
students know the proper way to apply with paint
Slide show on African masks
Goals
The students will be able to use face paint to paint their African mask in
a way that reflects the mood they would like to give off or what they
would want to represent, after watching a demonstration and sketching
Objectives
The students will watch a demonstration on the application of face paint
to the mask
The students will practice with color on their sketches in order to get an
idea of what colors to use
The students will apply the face paint on their masks
Essential Questions
What types of mood can the use of color convey in African mask
making?
Standards
CA.700.33
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
Materials and R3
esources
Instructional
Procedure
CA.700.50.04
CA.700.50.05
CA.700.50.06
Face paint, paint brushes
Launch/Warm Up
Give 3-5 examples of masks that are used in our culture
5 minutes
Instructional Steps
1. Watch the instructor demonstrate how to paint the
African mask
5 minutes
2. With your dry mask, apply a layer of paint. Wait for it to
dry for a few minutes
10 minutes
3. Watch the instructor further demonstrate the second layer
of face paint
5 minutes
4. Paint a second layer on the mask, wait for it to dry for a
few minutes
15 minutes
Wrap-Up/Closure
Answer the question
What are 3 different colors that are common in the African culture, and
what do they mean when used in art?
Assessment
Closing question
Differentiation
Use African

that fit their disability prior to this lesson. Students with disabilities will
be given a larger brush to paint with
are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 7
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions

Duration 47 minutes
Grade level/ Setting/Grouping 7th, instruction, demonstration, critique
The students will be able to continue to properly use face paint to paint
their African mask in a way that reflects the mood they would like to
give off or what they want to represent. This will first be shown in demo
form, so the students know the proper way to apply with paint. The
students will then critique the work of each other.
Goals
would want to represent, after watching a demonstration and sketching.
The students will have a critique.
Objectives
details to the mask
The students will apply the face paint details on their masks
The students will have a critique
Essential Questions
What types of mood can the use of color convey in African mask
making?
What does a critique before a project is finished do in terms of being a
help to students?
Standards
CA.700.33
CA.700.15.02
CA.700.33
Materials and
Resources
Instructional
Procedure
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
CA.700.53.01
CA.700.55.01
CA.700.55.02
CA.700.57.01
CA.700.57.02
CA.700.60.02
Face paint, paint brushes, sticky notes
Launch/Warm Up
Color isnt the only way to express a mood or theme in art. What other
ways does an African mask express something in particular about the
art?
5 minutes
Instructional Steps
African mask details
5 minutes
2. With your dry mask, apply a second layer of
paint. Wait for it to dry for a few minutes
10 minutes
3. With the second layer dry, paint details on your
mask
10 minutes
4.Critique. Place 3 sticky cards next to the mask of
each student. Have the class get out of their seats, and write
comments that would be beneficial to the student
10 minutes
5. Continue to paint details on your mask for the
remainder of the class
Wrap-Up/Closure
The remainder of the class will be spent cleaning up. Students will need
to bring in materials for their drum project
Assessment
Differentiation
Use African

are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 8
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions

Duration 47 minutes
The students will be able to continue to properly use face paint to paint
their African mask in a way that reflects the mood they would like to
give off or what they want to represent.
Goals
would want to represent

Objectives
Materials and
Resources
Instructional
Procedure
Essential Questions
What kind of ceremony would you use your African mask for? Why?
Standards
CA.700.33
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
Face paint, paint brushes, masks
Launch/Warm Up
5 minutes
Instructional Steps
1. Continue to paint details to your African Mask
30 minutes
Wrap-Up/Closure
The remainder of the class will be spent cleaning up
10 minutes
Assessment
Differentiation
Use African


Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 9
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Lesson title Final Work Day

Duration 47 minutes
The students will be able to finish up their African masks through the
final application of details in paint as well as jewelry. Students will also
be able to make the mask functional
Prior African mask project steps
Goals
The students will be able to finish up their African masks with their final
painting details, as well as adding jewelry. The students will also be able
to make their mask functional
Objectives
The students will apply jewelry to their masks
The students will reflect on what they did using an Artists Statement
Essential Questions
What important details can be used to create a better work of art?
What techniques would you use to add your finer details
Standards
CA.700.33
CA.700.15.02
CA.700.33
CA.700.15.02
CA.700.33
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
Materials and
Resources
Instructional
Procedure
Face paint, paint brushes, bonsai wire, twine, blow dryers

Launch/Warm Up
Compare what you have now to your sketch. Has it changed? If so,
why?
5 minutes
Instructional Steps
African mask jewelry
5 minutes
2. With your dry mask, continue to apply a second
layer of paint. Wait for it to dry for a few minutes
10 minutes
3. Apply made jewelry to areas needed
7 minutes
4. Put holes in mask, add twine to mask to
make it functional
10 minutes
Wrap-Up/Closure
It is the last work day, so the remainder of the class will be spent
cleaning up
10 minutes
Assessment
Differentiation
Use African

be given assistance on applying jewelry if needed
Those with low level English skills will be helped with the visuals
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 10
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure
Lesson title Introduction to African Drums

Duration 47 minutes
Grade level/ Setting/Grouping 7th, instruction,
The students will be able to gain knowledge about African Art that will
prepare them for an exam, as well as the upcoming assignment on
African Drums
Not available
Goals
The students will go on Quizizz and take the quiz that pertains to the
prior lesson about African masks.
The students will also be introduced to the African drum unit through a
slide show
Objectives
The students will go on Quizizz to test their knowledge on the prior
African Mask unit
The students instructor will use a slide show in order for the students to
gain knowledge about African Masks
Essential Questions
How can we take our knowledge from the mask project to help us when
we make
Standards
CA.700.15.02
CA.700.33
CA.700.23.01
CA.700.25.02
CA.700.30.01
CA.700.33
CA.700.37
Note taking materials, Quizizz, slide show
Launch/Warm Up
List anything you know about African masks. Think about: What is it
used for? Is it symbolic of anything? Are there different types of drums
used? What do they look like?
5 minutes
Instructional Steps
1. Students will go on Quizizz and take a quiz to
test knowledge about African Masks
10 minutes
2. Students will watch and take notes on a slide
show about African Drums
25 minutes
Wrap-Up/Closure
What have we figured out about African Drums that we didnt know
before? Use at least 3 art terms when answering this
5 minutes
Assessment
Closing question
Differentiation
Use African

that fit their disability prior to this lesson.
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 11
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions

Duration 47 minutes
The students will be able to use their knowledge of African drums in
order to create sketches that use their materials they brought in
African culture, slide shows
Goals
The students will be able to use their knowledge of African drums in
order to create sketches that use their materials they brought in
Objectives
The students will sketch out three preliminary sketches that use the
materials that they have brought in
The students will choose one of the sketches for their final product
Essential Questions
What can happen when the first step of a project isnt done correctly?
How can we use simple materials to create music?
How does sketching allow you to have a more concrete plan for a final
work of art?
Standards
CA.700.15.02
CA.700.30.01
CA.700.43.01
CA.700.43.02
CA.700.47.03
CA.700.50.006
Materials and
Resources
Instructional
Procedure
Sketchbook/scratch paper, graphite pencil, eraser

Launch/Warm Up
List 4 types of African Drums that are common in the culture, and the
uses for them
5 minutes
Instructional Steps
1. Instructor will do a quick demonstration on the
sketching out of drum designs

3 minutes
1.Sketch out 3 designs for your own drum
using the materials that you have brought to
class
32 minutes
Wrap-Up/Closure
By the end of class, choose one design that you believe is the strongest
5 minutes
Assessment
Differentiation
Use African

are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 12
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure

Duration 47 minutes
Students will be able to use their sketches as references in order to begin
constructing their African drums
African Mask project
Goals
The students will be able to use their sketches as references in order to
begin constructing their African drums
Objectives
The students will begin constructing their African drums
Essential Questions
How can we use simple materials to create music?
How are the designs for the African Mask and the African drum similar?
Standards
CA.700.15.02
CA.700.43.01
CA.700.43.02
CA.700.43.03
CA.700.45.02
CA.700.50.01
CA.700.50.04
CA.700.50.05
Duct tape, hot glue, paper mache, material bins
Launch/Warm Up
Color is important in many cultures, choose one color and compare
what it represents in our culture to what it means in African culture
5 minutes
Instructional Steps
1. Instructor will demonstrate the proper way to
create a base of the drum
5 minutes
2. Using own materials, students will create their
base and make necessary attachments
30 minutes
Wrap-Up/Closure
Exit ticket: List 3 types of African Drums and list their functions
5 minutes, put materials and drum base in bin
Assessment
Exit Ticket
Differentiation
Use African

are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 13
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions

Duration 47 minutes
The students will be able to continue to use their sketches as a reference
in order to construct an African drum using their materials they brought
in
African mask project
Goals
The students will be able to continue to use their sketches as a reference
in order to construct an African drum using their materials they brought
in. The students will have a critique.
Objectives
The students will continue constructing their African drum
Essential Questions
What kind of ceremony would you use your African drums for? Why?
What was the reason for tribe members adding paint to their drum?
Standards
CA.700.15.02
CA.700.33
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
CA.700.53.01
CA.700.55.01
CA.700.55.02
CA.700.57.01
CA.700.57.02
CA.700.60.02
Materials and
Resources
Instructional
Procedure
Duct tape, hot glue, paper mache, material bins

Launch/Warm Up
What kind of decoration is common in African Drums, or African art in
general?
5 minutes
Instructional Steps
1. Instructor will have a demonstration
showing how to add and attach details to the

base of the drum
5 minutes
2. Students will begin to add and
attach details to the base of their drum, then put
their drum materials they still havent used in
their bins
25 minutes
Wrap-Up/Closure
The students will spend the end of class doing a spontaneous critique.
They will split up in their table groups and give each other suggestions
on what they could do with their own design
10 minutes
Assessment
Critique
Differentiation
Use African

Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 14
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure

Duration 47 minutes
The students will be able to properly use face paint to paint their African
drums in a way that reflects the mood they would like to give off or
what they want to represent. This will first be shown in demo form, so
the students know the proper way to apply with paint.
Goals
The students will be able to use face paint to paint their African drum in
would want to represent, after watching a demonstration and sketching.
Objectives
to a drum
The students will apply the face paint to their drum
Essential Questions
What kind of ceremony would you use your African drum for? Why?
Standards
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
Face paint, paint brushes
Launch/Warm Up
When words fail, music speaks. What does this quote have to do with
African Music? What does the quote mean to you?

5 minutes
Instructional Steps
African drum details
5 minutes
2. Add color to your sketches in order to get an idea
of what colors you would like to add. Keep in mind to use
colors that connect to African Culture
15 minutes
3. With your dry drum, apply the first layer of paint.
Wait for it to dry once finished
10 minutes
Wrap-Up/Closure
Think about the final touches that need to be made the next painting day
while cleaning up
10 minutes
Assessment
Differentiation
Use African

are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 15
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Lesson title Decoration Day

Duration 47 minutes
The students will be able to decorate their drums in order to give the
drums an authentic african drum look
Goals
The students will be able to use decoration in order to give the drums a
more authentic African drum look
Objectives
The students will answer the warm-up about African Drums
The students will apply details to their African drums
Materials and
Resources
Instructional
Procedure
The students will apply attachments to their African Drum, if needed

Essential Questions
Standards
CA.700.15.02
CA.700.33
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
Face paint, paint brushes, sketches
Launch/Warm Up
African drums are just as impressive with decorations as they are with
the sound they make. Why do you think people of that culture put such a
large importance on the look of the drum?
5 minutes
Instructional Steps
1. Have 2 students selected to pass out the drums to the
class
2. Plug in hot glue guns, get out the necessary amount of
paint, paper, and markers
3. When getting out the paint, only leave a select amount of
colors that are used in African Art
4. Have students make attachments to their drum if
necessary, using their x-acto knives and hot glue
5. The students will decorate their drum with markers, or
paint. They can use either their sketches, or their phone as a
reference for the design
Wrap-Up/Closure
Clean up all materials, then answer the question: What are 3 facts about
an Udu drum?
10 minutes
Assessment
Differentiation
Use African

be given a larger brush to paint with, pre cut materials if needed, and
any help if needed.
are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 16
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Lesson title Final work day

Duration 47 minutes
Students will be able to use face paint their African mask in a way that
reflects the mood they would like to give off or what they would want to
represent
African Mask project
Goals
would want to represent
Objectives
Students will use face paint to make final details to their African drums
Students will
Essential Questions
How did your drum design change from when you first sketched it, why
or why not?
How do you expect your African drum to sound when it becomes
functional?
Standards
CA.700.15.02
CA.700.33
CA.700.15.02
CA.700.25.02
CA.700.43.01
CA.700.43.02
CA.700.45.01
CA.700.45.02
CA.700.47.01
CA.700.50.01
CA.700.50.03
CA.700.50.04
CA.700.50.05
CA.700.50.06
CA.700.10.01
CA.700.10.02
Paint Brushes, paint, drum
Resources
Instructional
Procedure
Launch/Warm Up
What materials make a traditional African drum functional?
5 minutes
Instructional Steps
1. Students will take dry drum and add final details
to drum.
20 minutes
2. Students will clean up. When everyone is
finished, the class will test the drums to see what noise they
make
10 minutes
Wrap-Up/Closure
Students will fill out an Artist Statement
10 minutes
Assessment
Artist Statement
Differentiation
Use African

are in this lesson
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 17
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure
Lesson title Dance Day

Duration 47 minutes
The students will be able to become familiar with African dance by
participating in a group dance from a YouTube video
Not available
Goals
The students will be able to participate in a group dance in order to
become more familiar with African dance, and earn a grade based on
participation. Students will also go on Quizizz and take another quiz to
prepare them for an exam
Objectives
The students will watch a YouTube tutorial video on African dancing,
participating as a group
The students will take a Quizizz quiz in order to prepare them for their
exam
Essential Questions
What dances are popular in African culture?
When would dancing be common in African culture?
Standards
CA.700.10.02
CA.700.15.02
CA.700.30.01
Projector Screen, Laptop, chrome books
Launch/Warm Up
Take the quiz on Quizizz
20 minutes
Instructional Steps
1. Watch the YouTube video on African dance, and
participate in the dance as a class
https://www.youtube.com/watch?v=x7nLsfsL4JY
https://www.youtube.com/watch?v=_op8tky_FBk
25 minutes
Wrap-Up/Closure
Not Available
Assessment
Differentiation
Use African

Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 18
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Materials and
Resources
Instructional
Procedure
Lesson title Theatre

Duration 47 minutes
The students will be able to use their personal creativity, African masks,
and drums to create a theatrical presentation from selected pictures
Not available
Goals
Objectives
The students will be put in their table groups
The students will be give a picture and told to create a skit out of that
picture
Essential Questions?
A picture says a thousand words, what does that mean to you?
Standards
CA.700.15.02
CA.700.30.01
CA.700.50.04
CA.700.27
CA.700.23
CA.700.10
CA.700.15
African masks, African drums, slide show with pictures
Launch/Warm Up
5 minutes
Instructional Steps
1. Students will be put in their table groups
2. First group will be shown a picture about an
African tribal scene, and have a minute to come up with a
theatrical presentation using their masks and drums. They
will then act for 2 to 3 minutes
Step 1-2 will take 5 minutes
3. This step will be repeated for every group, and

this will be rotated until each group goes twice
35 minutes
Wrap-Up/Closure
Not available
Assessment
Differentiation
Use African

are in each slide
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 19
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Lesson title Theatre

Duration 47 minutes
Not available
Goals
Objectives
The students will be put in their table groups
The students will be give a picture and told to create a skit out of that
picture
Materials and
Resources
Instructional
Procedure
Essential Questions?
How can we use our prior knowledge of African culture to make a
theatrical presentation
Standards
CA.700.15.02
CA.700.30.01
CA.700.50.04
CA.700.27
CA.700.23
CA.700.10
CA.700.15
African masks, African drums, slide show with pictures
Launch/Warm Up
What are four ways that we can represent African art in the classroom?
5 minutes
Instructional Steps
1. Students will be put in their table groups
2. First group will be shown a picture about an

African tribal scene, and have a minute to come up with a
theatrical presentation using their masks and drums. They
will then act for 2 to 3 minutes
Step 1-2 will take 5 minutes
3. This step will be repeated for every group, and
this will be rotated until each group goes twice
35 minutes
Wrap-Up/Closure
Not Available
Assessment
Differentiation
Use African

are in each slide
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 20
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Lesson title Review

Duration 47 minutes
The students will be able to prepare themselves for the exam using
review of the material we have learned in our African art units.
Prior African art units
Goals
The students will be able to prepare themselves for the exam using
review of the material we have learned in our African art units
Objectives
The students will as a class review the material using prior Quizizz
The students will be given a material sheet for the weekend
Essential Questions
Standards
CA.700.15.02
CA.700.33
CA.700.23.01
CA.700.25.02
CA.700.30.01
CA.700.33
CA.700.37
Materials and
Resources
Instructional
Procedure
Chrome books, material sheet

Launch/Warm Up
Instructional Steps
1. Using their chrome books, students will be going
over prior Quizizz
20 minutes
2. The class will come together and review the
material before the exam
25 minutes
Wrap-Up/Closure
The students will be given a material sheet that tells them what they
need to know before the exam on Monday
Assessment
Differentiation
Use African

Those with low level English skills will be given accommodations for
the review
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Day 21
Lesson
Description/Learner
Characteristics
Goals, Objectives/
Questions
Lesson title Final

Duration 47 minutes
The students will take the final exam in order to test their ability to
retain and apply information from African art
African unit
Goals
The students will be able to use prior knowledge as well as their review
day on African art in order to take a final exam to test their ability to
retain and apply information on this unit
Objectives
The students will take a final exam on African art
Essential Questions
Standards
CA.700.15.02
CA.700.33
CA.700.23.01
CA.700.25.02
CA.700.30.01
CA.700.33
CA.700.37
Materials and
Resources
Instructional
Exams
Launch/Warm Up
Procedure
None, exam
Instructional Steps
1. Students will take final exam
45 minutes
Wrap-Up/Closure
Students who are done early will be able to do extra credit work
Assessment
Differentiation
Use African

Those with low level English skills will be given necessary
accommodations for the final
Able Learners
None available
Reflection
Content Knowledge
Quality of Writing
Warm-Ups
Day 1
The students will listen to African Music without any knowledge of what the music is. They will
be asked What kind of music is this? along with Is there anything about this music that
reminds you of music you listen to?
Closure: What are 3 ways we could use African Art in a classroom setting?
Day 2
Why is sketching so important before starting a final work of art?
Closure: How do you feel now that you have been sketching for your African Mask project, and
expectations have been shown?
Day 3
List as many characteristics of African Masks as you can
Day 4
Why do you think the African culture has an emphasis on accessories? How is it different or
similar from your own culture?
Day 5
Masks are common in African Tribes, what are they used for? Give 3 reasons
Day 6
Give 3-5 examples of masks that are used in our culture
Closure: What are 3 different colors that are common in the African culture, and what do they
mean when used in art?
Day 7
Color isnt the only way to express a mood or theme in art. What other ways does an African
mask express something in particular about the art?
Day 8
Day 9
Compare what you have now to your sketch. Has it changed? If so, why?
Day 10
List anything you know about African masks. Think about: What is it used for? Is it symbolic of
anything? Are there different types of drums used? What do they look like?
Day 11
List 4 types of African Drums that are common in the culture, and the uses for them
Day 12
Color is important in many cultures, choose one color and compare what it represents in our
culture to what it means in African culture
Day 13
What kind of decoration is common in African Drums, or African art in general?
Day 14
When words fail, music speaks. What does this quote have to do with African Music? What
does the quote mean to you?
Day 15
African drums are just as impressive with decorations as they are with the sound they make. Why
do you think people of that culture put such a large importance on the look of the drum?
Day 16
What materials make a traditional African drum functional?
Day 17
Quizizz
Day 18
Day 19
What are four ways that we can represent African art in the classroom?
Day 20
Review Day
Day 21
Exam
Slide Shows
African masks: https://docs.google.com/presentation/d/18_l8GDTXB6jiDzTxJNaR9lzOUOFyh6i5IzVxbzo2bw/edit#slide=id.p
African drums:
https://docs.google.com/presentation/d/1aVYiKQh8uQl4xs6Pjk0AFtGFFo2mWaHHkKgymYiP
Ec4/edit#slide=id.p
African Theatre:
https://docs.google.com/presentation/d/1mjrJkoT7b8nTZV07RfOxH9G_wzsxvvrMNMn8qp2AF
DY/edit#slide=id.p
Assessments
Quizizz:
African masks: http://quizizz.com/admin/quiz/560021be7baef66342f18805
African drums: http://quizizz.com/admin/quiz/56638ed5f43c93e35fa520e6
Visuals
African Mask
African Drum
Unit: African Art

Intended grade level: Creative Arts (Grades 6, 7, 8)
Topic each lesson will cover:
Week 1: Masks
Students will be The students
The students
able to gain
will be able to
will be given a
information
form their main
demonstration
about African
idea for their
on the
Masks through
African mask
application of
the use of a slide project using
plaster
show
expectations, a
The students
presentation
demonstration,
will be able to
and finally their apply the plaster
own sketches
in order to create
the base of their
African Mask
Week 2: Masks
The students
will be able to
properly use
face paint to
paint their
African mask in
a way that
reflects the
mood they
would like to
give off or what
they want to
represent
Week 3: Drums
The students
will be able to
continue to
properly use
face paint to
paint their
African mask in
a way that
reflects the
mood they
would like to
give off or what
they want to
represent
The students
will be able to
continue to
properly use
face paint to
paint their
African mask in
a way that
reflects the
mood they
would like to
give off or what
they want to
represent
Students will be
able to start
constructing
accessories for
their African
Mask while the
plaster mask
dries
Students will be
able to continue
constructing
accessories for
their African
Mask while the
plaster mask
dries
The students
will be able to
finish up their
African masks
through the final
application of
details in paint
as well as
jewelry.
Students will
also be able to
make the mask
functional
The students
will be able to
gain knowledge
about African
Art that will
prepare them for
an exam, as well
as the upcoming
assignment on
African Drums
The students
will be able to
use their
knowledge of
African drums in
order to create
sketches that use
their materials
they brought in
Students will be
able to use their
sketches as
references in
order to begin
constructing
their African
drums
Week 4: Drums/Music/ Review

Students will be The students
able to use face
will be able to
paint their
become familiar
African mask in with African
a way that
dance by
reflects the
participating in a
mood they
group dance
would like to
from a YouTube
give off or what video
they would want
to represent
Week 5: Exam
Exam: African
Art
The students
will be able to
continue to use
their sketches as
a reference in
order to
construct an
African drum
using their
materials they
brought in
The students
will be able to
properly use
face paint to
paint their
African drums in
a way that
reflects the
mood they
would like to
give off or what
they want to
represent
The students
will be able to
start painting
their drums, in
order to make it
more visually
appealing and
demonstrate
their
understanding of
African designs
and culture.
The students
will be able to
use their
personal
creativity,
African masks,
and drums to
create a
theatrical
presentation
from selected
pictures
The students
will be able to
use their
personal
creativity,
African masks,
and drums to
create a
theatrical
presentation
from selected
pictures
Review
Behavioral Objectives
The student will be able to take various items from home and turn it into a drum (application)
The student will be able to create an African Mask that is rendered due to its representation
(application)
The student will be able to create a theatrical presentation using photos assigned to them
(application)
The student will be able to discuss terms associated with African Art (comprehension)
The student will be able to differentiate the difference in types of drums as well as masks
(evaluation)
The student will be able to evaluate the artwork of others in critique, as well as their own
(analysis)
The student will be able to dance to a YouTube tutorial video (evaluation)
The student will be able to identify all types of African Drum or Mask (knowledge)
The student will be able to describe different the use of different African Drums and Masks
(synthesis)
Content of
Questions
Table of Specifications/Text Blueprint

# of
% of knowledge comprehension
questions total
Definition
16.6
True/False
16.6
Fill in the
blank
26.6
Descriptio
n
10
33.3
Application
Analysi
s
Synthesis
5
5
8
10
Evaluation
30
100
Name_________________________
Exam 1: African Art
Short Answer
In 1-2 sentences, answer each question below (2 points each)
1. What are African Masks used for?
2. What is a characteristic of an African Mask?
3. What do African Masks represent?

4. What is a Djembe drum? List 2 descriptions of this drum
5. What is 1 event an African Tribe uses a Djembe drum in?
Please answer True/False to the following statements (1 point each)

______ 6. African Masks were stylized, so the mask did not look like a normal face
______ 7. In African Masks, a large forehead represented strength
______ 8. African Masks were only made to represent humans, not animals
______ 9. A sabar drum can be heard from a far distance
______ 10. A mask with a small mouth and eyes represents humility
Please fill in the blank spaces with a word that makes the sentence true (1 point each)
11. Name two African Drums; _______ and _______.
12. The _______ drum originated from the Yoruba people, in present day Nigeria
13. African drums are played at night when there is ___________.
14. A large chin on an African Mask is an indicator of _________ and ___________
15. The wearer of the African mask becomes the _________ of the tribe
16. A _______mask is represented with almond shaped eyes, large lips, and the structure of the
_________ face
17. The Bougarabou drum is unique because it is a ________ instrument
18. The Djembe drum dates all the way back to _________
19. African Masks makers are highly ranked in the village because ______________________
20. Three items that African masks are made from are_________, ________________,and
_______________
Match the description with the item (2 points each)
21. This drum can be modified to sound like a certain pitch or tone, it is considered to be the
most famous of all African drums
22. This drum is played by hand and stick
23. This drum is shaped like a goblet and is played with the hands.
24. This mask has just one of the eyes closed
25. This drum is made up of 3-5 drums. It is also popular in Cuba.
26. This large drum is made of cow hide, its size affects the noise it makes.
27. This drum can also be used as a water jug.
28. This mask represents ancestors.
29. This animal mask is used to encourage the growth of crops.
30. These events have masked dances
Exam Answer Sheet.

1. Rituals and ceremonies
2. The mask is shaped like a human or animal, and it is stylized
3. Whatever the person waring it wanted it to. It was made using features to show that
representation
4. Covered in goat skin, used for social and ritual events, goblet shaped, played with hands
5. Weddings, baptisms, honoring of mothers, immediately after Ramadaan (the month of fast for
all Muslims)
6. True
7. False
8. False
9. True
10. True
11. Djembe, talking mask, sabar, bata, Bougarabou, Udu
12. Bata
13. Mourning
14. Power and strength
15. Bearer
16. Feminine beauty, female
17. Solo
18. 500 A.D
19. They are believed to be able to connect with spirits
20. They are made from wood, pottery, textiles, copper and bronze. Details could be made from
animal teeth, hair, bones and horns as well as feathers, seashells and even straw and egg shells.
21. Talking drum
22. Sabar
23. Djembe
24. Calmness
25. Bata
26. Bougarabou
27. Udu drum
28. Human skull
29. Antelope
30. Ceremonies as weddings, initiation rites and funerals have a masked dance.
Rubrics
African Mask
Criteria
Standards for
meeting
performance
Work Ethic
Student was on
task throughout
the entire project,
and used work
time wisely
Student was on
task through some
of the project and
should have used
work time better
Student was not

on task
throughout the
project
Neatness
The completed
mask is
exceptionally
neat. Every area
of plaster is
covered. Paint is
applied evenly.
Jewelry, hair, and
Student was on
task through most
of the project but
could have used
work time a bit
better
The completed
mask is neat, but
not all of the
plaster is covered
or the paint isnt
even in some
areas
The completed
mask could use
work, there is
visible missing
plaster or uneven
paint
The completed
mask has visible
missing plaster
and uneven paint
Completion
Creativity
African Drum
other accessories
were applied
neatly
The African Mask
is completed to
the fullest. The
mask is
functional. The
mask is stylized to
give it one of 5 of
the types of
representations
from the slide
show. The Mask is
decorated with
hair, jewelry, and
painted details
The African Mask
design is unique,
and displays
elements that are
totally their own.
This is shown in
jewelry, paint, or
in the shape of the
mask
The African mask

is almost fully
completed, but
could use some
finishing touches
with decorations
in the hair,
jewelry, or paint
The African Mask

needs multiple
areas to be
worked on for it
to be considered
complete
The mask is not

close to finished,
or not worked on
at all
The African mask

is creative, but
does have some
aspects that can be
seen in many
African Masks
The African Mask

is a copy of
another mask or
close to it, but
with an addition
or two
The African
Masks is a copy
of another mask,
there are no
additions either
Criteria
Standards for
meeting
performance
Work Ethic
Student was on
task throughout
the entire project,
and used work
time wisely
Student was on
task through most
of the project but
could have used
work time a bit
better
Student was on
task through some
of the project and
should have used
work time better
Student was not

on task
throughout the
project
Neatness
The completed
drum is
exceptionally
neat. Paint is
applied evenly.
Other accessories
were applied
neatly
The completed
drum is neat, but
the paint and/or
decorations
could be applied
better
Completion
The African Drum

is completed to
the fullest. The
Drum is
functional. The
drum is formed to
give it one of 5 of
the types of drums
from the slide
show. The drum is
decorated with
painted details
The African drum
design is unique,
and displays
elements that are
totally their own.
This is shown in
what items were
brought in and
how they were
used
Creativity
The completed
drum is not very
neat, there is
clear areas
where more
paint and
decorations are
needed
The African
The African
Drum is close to Drum is halfway
completion but
complete, and
not fully
needs more
completed. The
details to be
final details have considered
not been made
completed
The completed
drum shows a
lack of paint,
decorations, and
attention to
detail
The African
drum is unique,
but not every
element
displayed is
totally original.
The African
Drum is not
unique due to no
materials, or
materials that
are very close to
being a drum
themselves
Extra Credit (Choose a max of 2)
The African
Drum is not
unique due to a
lack of materials
The African
Drum is not
close to
completion at all
or has not been
started
Compare/Contrast an era of
dance in our culture with that
of African Culture by making
a list of at least 5 points for
both
Identify 3 masks that are

common in American culture
and list what their purpose is
as well
Colors and patterns have

different meanings in African
Art. Through investigation,
describe how you can design
a drum to have a specific
meaning
Using google art project, find

and summarize an exhibit that
has an African theme (masks,
theatre, musical instruments)
Design and draw a mask

using symbolism in African
art, and name a situation
where you yourself could use
this mask
Compare/Contrast the
construction of modern drums
to African drums by making a
list of at least 5 points for
both
From the handouts, choose

one photo and with no prior
background knowledge, type
a paragraph about what you
think is going on in the photo
Create your own drum stick Look at an African mask.

using materials that you have Come up with a critique and
brought in from home
rubric using at least 4
standards. Give the mask a
grade that is reflective of
these standards
Artist Statement
Artist Statement Information
Directions: use this sheet as a guide to help you complete your artist statement.
Description:
Analysis:
Subject:
What is your artwork?
List 3
Elements of art you used and where you used them. (Line,
Shape, Value, Texture, Form, Color, Space)
What style of art, time period,

famous artist, and/or culture did we
discuss?
Medium: (What material(s) did you
use?)
List 3
Principles of art you used and where you used them. (Rhythm,
Movement, Variety, Balance, Emphasis, Pattern, Unity,
Harmony, Proportion, Contrast)
Technique: (How did you use the

materials?)
Judgment:
Interpretation: (choose one to discuss)
What did you do well in your

artwork?
Visual Message:
What story or idea is your artwork communicating to the
viewer?
What would you change/make better

or fix?
Creative/Original Ideas:
Explain how your artwork illustrates unique ideas.
Mood:
How did you project feelings through your artwork to the
viewer?
Symbolism:
How did you communicate your ideas through visual images in
your artwork?
Artist Statement
Artwork: ________________________________
Artist:___________________________________
Description
:
Analysis:
Elements of Art (3) *Include specific examples
Subject:
Medium:
Principles of Design (3) *Include specific examples
Technique:
Judgment:
What did you do well in your artwork?
Interpretation: (choose one to discuss)

Visual Message, Creative/Original Ideas, Mood, or
Symbolism
What would you change/make better or

fix?
*Questions are worth 5 pts. each

1 pt. Did not answer the question
2 pts. Briefly answered the question
3 pts. Answered the question and provided 1 specific detail.
4 pts. Answered all parts of the question and provided 2 or more specific details in complete
sentences.

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Day 1

Lesson title Introduction to African Art

Slide show presentation, note taking materials

presentation the students will be introduced to African Art history, as

Accommodations/Modifications for Students with Documented

Lesson title Expectations and Sketching

Accommodations/Modifications for Students with Documented

Lesson title Work Day 1

Lesson title Work Day 2

Lesson title Work Day 3

3. Cut the short end off with scissors at the knot

Accommodations/Modifications for Students with Documented

Lesson title Work Day 4

Accommodations/Modifications for Students with Documented

Lesson title Work Day 5

Accommodations/Modifications for Students with Documented

Lesson title Work Day 6

would want to represent

Accommodations/Modifications for Students with Documented

Accommodations/Modifications for Gifted and Talented/Highly

Lesson title Final Work Day

Face paint, paint brushes, bonsai wire, twine, blow dryers

Accommodations/Modifications for Students with Documented

Lesson title Introduction to African Drums

Accommodations/Modifications for Students with Documented

Lesson title Work Day 1

Sketchbook/scratch paper, graphite pencil, eraser

sketching out of drum designs

Accommodations/Modifications for Students with Documented

Lesson title Work Day 2

Accommodations/Modifications for Students with Documented

Lesson title Work Day 3

Duct tape, hot glue, paper mache, material bins

showing how to add and attach details to the

Accommodations/Modifications for Students with Documented

Lesson title Work Day 4

African Music? What does the quote mean to you?

Accommodations/Modifications for Students with Documented

Lesson title Decoration Day

The students will apply attachments to their African Drum, if needed

Accommodations/Modifications for Students with Documented

Lesson title Final work day

Accommodations/Modifications for Students with Documented

Lesson title Dance Day

Accommodations/Modifications for Students with Documented

Lesson title Theatre

3. This step will be repeated for every group, and

Accommodations/Modifications for Students with Documented

Lesson title Theatre

2. First group will be shown a picture about an

Accommodations/Modifications for Students with Documented

Lesson title Review

Chrome books, material sheet

Accommodations/Modifications for Students with Documented

Lesson title Final

Accommodations/Modifications for Students with Documented

Unit: African Art

Week 4: Drums/Music/ Review

Table of Specifications/Text Blueprint

2. What is a characteristic of an African Mask?

3. What do African Masks represent?

5. What is 1 event an African Tribe uses a Djembe drum in?