Day 4: Making Me

Project/Unit Description/Expedition

In the unit The Individual and the Community, students will be participating in lessons that explore personal identity, community roles, and community design. They will be introduced to a variety of art mediums and processes, including– planning, drawing, painting, sculpture, found object art (assemblage), and critique. The students will consider what makes them an individual by creating artwork that represents aspects of their interests and character/alter-ego.

In today’s learning experience students…  will finish their masks to represent themselves or alter-ego using plaster tape. The student’s will learn about the multiple ways in which a mask can be decorated. They will adapt materials like paint and found object to help them create their masks. The students will document how their mask represents or helps them transform through artistic decisions.

Essential Understanding (s): 

1. Artists use a process of observation of their environment to create works of art.

2. Artists use expressive features to define the aspects of their art which can address their identity.

Inquiry/Learning target: 

The student will be able to demonstrate and explain how art can be used to express an artists identity.

Key Concepts

Symbols– using objects and art to represent individual identity; Expression- using art to depict ideas about yourself; Design- planning how to transform ideas into artwork in their sketchbook

Skills

Planning, ideationtransform two-dimensional art into three-dimensional art, critique and discuss artwork

Art Focus

Sculpture- masks with plaster tape, paint, and found object

Literary Focus

Students will describe how their artistic choices helped them to make a mask that transforms them into something that they envisioned. They will also critique and discuss other students’ masks.

Documentation

Final day working on their masks…

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Student's identifying  safety procedures for using a hot glue gun.

Student’s identifying safety procedures for using a hot glue gun.

Students learned about using found materials in art. Yarn, flowers, leaves, feathers, pipe-cleaners, balloons, and modeling clay were some materials that students choose as their found objects.

Students learned about using found materials in art. Yarn, flowers, leaves, feathers, pipe-cleaners, balloons, and modeling clay were some materials that students selected as their found object.

Everyone is ready to finish painting their masks.

Most students started with painting while a few others decided to find materials to glue onto their plaster mask.

Iris mask begins its transformation...

Iris’s mask begins to transform…

She begins to outline her mask in yellow with a bolt continuing down the beard.

She begins to outline her mask in yellow with a bolt continuing down the beard.

Adeline and Caitlin are trying to make a hue of brown with orange and blue or green and red.

Attempting to make a hue of brown with  green and red paint.

Caitlin was using red and green to make brown for her wolf mask.

Caitlin was using red and green to make brown for her wolf mask.

Zoe's mask begins its transformation into a chicken-snake.  Hot glueing feathers and green circles she cut out to use as the scales of a snake.

Zoe’s mask begins its transformation into a chicken-snake. Hot glueing feathers and green circles she had cut out to use as the scales of a snake.

Cedar and farmer hot glue artificial foliage to their masks.

Cedar and Farmer hot glue foliage to their masks.

Rehma hot glueing an artificial flower to her mask.

Rehma hot glueing an a purple tulip to her mask.

It was a success!

It was a success!

Caitlin was using her sketchbook cover to make sure her brown matches the wolf she drew.

Caitlin was using her sketchbook cover to make sure her brown matched the wolf she drew. She also had a couple of brown feathers she was figuring out where to place.

Alyssa exhibited great use of colors when applying variations of paint to her unicorn mask.

Alyssa exhibited a great use of her colors when applying variations of paint to her unicorn mask.

What a beautiful unicorn!

What a beautiful unicorn!

Dayton changes directions deciding to put masking tape on half of his mask.

Adeline thinking about the possibility of her mask having a white beard.

Adeline thinking about the possibility of her mask having a white beard.

Iris started adding orange to her mask.

Iris started adding orange to her mask.

Then a balloon!

Then a balloon!

Farmer found the balloons in the found objects bin, inspiring a few others to use balloons in their masks.

Farmer discovered the balloons in the found objects bin, inspiring a few others to use balloons in their masks.

Finished pieces

Finished pieces

Everyone seemed to enjoy the process of decorating their masks and produced some interesting characters to go with their masks alternate identity.

Everyone seemed to enjoy the process of decorating their masks. They also produced some interesting characters to go with their masks alternate identity.

The video links below document most students reflecting upon what their masks help them transform into, what characteristic traits help them achieve this while touching upon any challenges or surprise they had during the process of making their mask. We ran out of time and missed two students that we’ll be sure to document next class.

Alyssa shares her unicorn mask

Blue shares his dynamic mask

Ella’s magic kitty

Aria’s chicken-monkey mask

Farmer and Iris present their masks

Zoe’s Bird-snake mask

Adeline’s mask helps her transform into other people

Paul’s pinocchio mask

Rehma’s cat mask

Cedar’s Mr. Camouflage mask

Merrick’s demon ninja mask

Dayton’s Snake-eyes mask

Reflection

The planning behind their process was focused towards transforming their two-dimensional sketches into three-dimensional masks. Only a few students transferred ideas from their “I am” sketchbook covers we made on the first day. More students pulled ideas from other sketches and their final design started to emerge during construction and after construction is when their plaster masks really transformed. Learning how to build a sculptural object with plaster tape, painting it and applying found objects with hot glue was an exploration all the students enjoyed.

 

Most students were able to describe how their artistic choices helped them to make a mask that has the ability to transform them into something they envisioned. The video links show they were successful in using art to represent an alternate identity or character, a few even added a performance piece into their presentation. This was a great lesson to start off with and feel we have a better sense of their individual approaches to making and thinking about art. 

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