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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 and geography. They will be creating African masks out of paper Mache.

2. Title of Unit: African Culture and Mask Making Curricular Theme: Creating African tribal masks with paper Mache. 3. Objectives: Students will increase their understanding of African culture. Students will learn the geography of Africa. Students will show an understanding of characteristics of masks, exaggeration, distortion and symmetry.
4. Standards:

Social Studies Standards that are being addressed are:www.p12.nysed.gov/ciai/socst/ A. Standard 1, Key Idea 2&3-History of the United States and New York: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. B. Standard 2,Key Idea 1& 2- World History: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. C. Standard 3, Key Idea 1&2- Geography: use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we livelocal, national, and globalincluding the distribution of people, places, and environments over the Earths surface. Art Standards that are being addressed are:www.p12.nysed.gov/ciai/arts/artstand/home.html A. Standard 1,Creating, Performing & Participating in the Arts: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts B. Standard 2,Creating, Performing & Participating in the Arts: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. C. Standard 3,Responding 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.

D. Standard 4,Understanding the Cultural Dimensions & Contributions of the Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. 5. Strategy:To meet these objectives students will view on video how Africans live in certain parts ofthe continent. Another strategy will involve written material for the students to readnarrative stories and historical information about African culture. The students will also be reviewing the country of Africa. The visual arts componentwill include 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 the classroom, which is reflected of individual personality and character. The students will also learn about the place in Africa, so they can better understand the purpose of African masks.This will also enable them to broaden their awareness and understanding of African culture. 6. Rationale:The teacher will present a short informal African art history to present the true facts aboutthe culture, the art and where the people live. The study of African art which includes 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. They are also quite distorted in the shape of the head and the neck. The deliberate facial distortions 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 different cultures.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 learning about Africa. The different places that masks come from and also they have to be able to locate it on the map. Teacher will in addition have African music playing in the classroom, so it can enhance the learning experience. 8. Student Preparation:There will be a presentation on African art history to present the true facts about the tribes (cultures), the art and where they live. The African masks are the key element in communicating to the students the true beauty of African art, its culture and history. The teacher will give the students some website, so they can look at African mask (http://www.artyfactory.com/africanmasks/index.htm) and enacted with them (Another Face: Masks Around the World). Students will in addition do someindividual research to get a better understand of the culture and what they use masks for. The teacher will also give a lesson on how to properly use paper mache and the process to correctly construct a mask. 9. Motivation:Explore what students already know about masks and discuss how masks are used in the United States. Begin by asking students to name places and events where they

have seen masks. Students might, for example, mentions Halloween, Mardi Gras, the circus, parades, plays, or costume parties. Have students share occasions where they have seen 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 students demonstrate 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 huge region, masks are worn and used in village ceremonies throughout the continent. Masks often represent departed ancestors, spirit beings, and invisible powers. Mask features can be human, animal, or combine elements and features from the human, animal, and spirit worlds. 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. Technology: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. They will use the computer to learn more about African culture and why they used mask as part as their everyday life. The students must know where to locate their African tribe on the map. They will also research different African tribal masks and learn about diverse cultures, customs and geographical setting of these ethnic groups.The students must know 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 the web. 11. Student Product/Performance:Students will be creating African masks based on their learning of all the different African cultures. The students will be working individual, so they will have to figure out what characteristic they want to use on their mask. Students will 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 the African.Attached is example of what the students will be making: 12. Assessment:Students will be assessed by comparing and contrasting various masks of Africa. Did students create a mask showing characteristics of African art? Exaggeration, distortion, simplification or forms. Students will also have to write a paragraph contains at least 3 facts about their mask and how it relates to African culture.Students in addition will be assessed by their knowledge of the country Africa. From the research and videos the students should be able to retain the knowledge that they learned about African culture, the geography of Africa and their masks. To test their knowledge students will be given 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, there will be a rubric attached to see how they will be graded.

13. Modifications/accommodations: PowerPoint Preferential seating Have class notes and discussions already printed out. Highlight important information Do demonstration more than once Special seating Visual Aids Cooperative learning

B. PROCEDURE/IMPLEMENTATION PLANS a) Session #1 b) Time: 40 minutes. 30 minutes (PowerPoint Presentation), 10 minutes (class discussion and of final project). c) General:During 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 will learn why the mask where so important to the tribe.) d) Logistics:Students will be sitting in their regular classroom seats e) Teacher Narrative: During this session, students will begin to learn about African culture and 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 about African 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 is required from the final project. f) Materials and Resources:PowerPoint

a) Session #2 b) Time: 40 minutes. 5 minutes to walk to the computer lab, 30 minutes (research on African Masks), 5 minutes to walk back to class.

c) General: During this session students will be researching different masks to use has reference while creating their masks. d) Goal(s): Students will learn about all the different characteristics that were used to make the masks. d) Logistics - The students will be working in a computer lab for session, so they can gather more information and pictures on African masks. While the students are in the computer lab doing research they will be working by themselves attaining information. e) Teacher Narrative The teacher will the students to research to any tribe they want but they must print out at least 5 pictures are references and also tell the students to take notes, so they can give some background on the tribe when presenting their project. f) Materials and Resourcescomputer and notebook.

a) Session #3 b) Time: 40 minutes. 15 minutes (demonstration on to paper Mache), 5 minutes (distribution of materials), 15 minutes (for practice), and 5 mins (clean up). c) General: During this session students will learn how to paper Mache and practice with paper Mache. d) Goal(s):Students will get a handle on how to use paper Mache and what technique works best for them. d) Logistics Students will sit in groups of four so they can help together paper Mache.Each student will store these pieces of paper in a small box -- one per student or pair of students if possible.At the end of the class the teacher will call table by table to clean up there materials. e) Teacher Narrative-The teacher will give a demonstration on how to paper to Mache. The teacher will first by rip up newspaper strips of various lengths. Then the teacher will draw, and then cut simple shapes out of the poster paper. These shapes will be added to the mask using masking tape. Make sure that the tape covers all joining areas front and back. Then teacher will mix up the paper Mache mix as directed on wallpaper paste box. Add a touch of white glue to make the mixture nice and sticky. Cover the mask with newspaper strips of various lengths that have been dipped 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.Then teacher will show the students what I completed mask looks like with. The students will be able to decorate their masks with acrylic paint and once they are dry, embellishments can be added with hot glue (supervision for the young ones) and a string can be attached so the mask can be worn.

f) Materials and Resources y y y y y y y y y y y y y y y y Powdered wallpaper paste (in a box from the hardware store) White glue (just a little) Warm water 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) Session #4 and 5 b) Time: 40 minutes. 5 minutes (distribution of materials), 35 minutes (to work on project), 5 minutes (to clean up). c) General: During 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 been dipped 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 is completely 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 string can 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 need covering their masks. f) Materials and Resources: Powdered wallpaper paste (in a box from the hardware store) White glue (just a little) Warm water

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) Session #6 b) Time: 40 minutes. 5 minutes presentation for each student. c) General:During 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. Each student needs to show that they have understanding of the unit and the importance of African masks. d) LogisticsStudents will be sitting in there groups of 4. e) Teacher Narrative During 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. The teachers will encourage students to ask questions. After the presentations are over the teacher will talk about how everyone did. f) Materials and Resources Rubric sheets.

Flow Chart

Each student will determine what African tribe they want to use to base their mask on. Theme:Creating African tribal masks with paper Mache Product: To create and promote diverse learning, so students better understand some aspects of African tribes (cultures). Objectives: Students will increase their understanding of African culture. Students will show an understanding of characteristics of masks, exaggeration, distortion and symmetry. Students will create a sculpture mask using paper Mache-exhibiting craftsmanship in applying layers. Students will analyze and respond to different masks used in American Society. Students will interpret the masks in their own way and be asked what kind of mask they would create. Online research about the different kinds of African tribes.

How to research African tribal masks and learn about diverse cultures, customs and geographical setting of these ethnic groups.

Students will design and create a mask with authentic features, mixed with their own ideas out of paperMache

How to successfully research a theme, process and understand the findings, select an African tribe (culture) to base their mask on.

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

Students will be prepared to answer questions relating to the mask and describe what influenced them to produce their mask.

Student Mock Example:

Working process of Paper Mache Mask

Finished Product!

African Masks

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 are used? 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 about holidays 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 you create. You can also create a ceremony or carnival with special meaning that your mask would be used in.

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

Rubric for Evaluating African Culture and Tribal Masks Name: ___________________ Date: _____________________ Teacher: _____________________ Assignment: __________________

Category Knowledge about Culture

4-Ellexant
The students paragraph contains at least 3 facts about their mask and how it relates to African culture

3-Good
The students paragraph contains at least 2 facts about their mask and how it relates to African culture.

2-Average
The students paragraph contains at least 1 fact about their mask and how it relates to African culture. The design and construction were planned. The item has several flaws (unwanted bumps, drips, marks, tears), that detract from the overall look.

1-Poor
The students paragraph contains no factual information about their mask and how it relates to African culture. The mask looks thrown together at the last minute. It appears that little design or planning was done. Craftsmanship is poor.

Score

Attractiveness/ Craftsmanship

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

Knowledge of Masks Construction

The student can clearly describe the steps used to make his/her mask. The student can accurately point out how this process was similar or different from maskmaking in the culture being studied.

The mask shows that the creator took pride in his/her work. The design and construction look planned. The item has a few flaws (unwanted bumps, drips, marks, tears), but these do not detract from the overall look. The student can clearly describe the steps used to make his/her mask.

The student can describe most of the steps used to make his/her mask.

The student has great difficulty describing how his/her mask was constructed.

Total Teacher comments:

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