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.
The student will be able to demonstrate and explain how art can be used to express an artists identity.
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
Planning, ideation, transform two-dimensional art into three-dimensional art, critique and discuss artwork
Sculpture- masks with plaster tape, paint, and found object
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.
Final day working on their masks…
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
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.