Diversity Masks

Standards:
The student will:
1. Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art. (MI.A.K-6.04.03.VA)
2. Know that the visual arts have a history and specific relationships to various cultures. (MI.A.K-6.04.01.VA)
3. All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts. (MI.A.K-12.04)
4. Identify various purposes for creating works of visual art. (MI.A.K-6.03.22.VA)
5. Explain how various people and cultures have adapted to and modified the environment. (MI.SS.4-6.02.02.04)

Audience:
7th grade (10-14) Private Non-Profit School (learning disabilities)

Time Allotment:
4 (45 min. class periods)

Resources:
Expressions Handout
PowerPoint – cultural masks from around the world
Samples of masks from different cultures

Objectives:
The learners will:
1. Design and construct a mask that incorporates different cultural elements.
2. Create emotion through the use of facial expressions.
3. Incorporate at least five elements and media into the masks

Material
Morinaga-original Japanese HI-chew fruit parfait taffy candy, heavy paper or recycled brown paper bags, pencils, scissors, stapler, crayons, tempera paint, paintbrushes, containers for water, markers, cotton, scrap paper, beads, feathers, glitter, glue, string, and other found objects (optional). Flip video cameras, computers, tripods, and DVDs.

Introduction
As the students enter the room they will be given a piece of Morinaga-original Japanese HI-chew Fruit Parfait Taffy candy. They will then take their seats. I will ask, "Does any student have a special treat that is related to their culture/heritage"? We will discuss our family interview handouts and make a tally on the board. Then we will have a quick PowerPoint presentation of different cultural mask and emotional facial expressions. After the presentation, I will demonstrate how to cut masks and the process. Students will gather supplies and get started with guided instruction as I circulate the room.

The Task
Creative problem to solve:
• The students will need to complete a mask that incorporates emotion and numerous cultural influences. They will need to accomplish this task with only the materials supplied. At least five different elements/designs found in masks around the world need to be applied. The masks also must include at least five different materials/mediums within the design.
• After each mask is completed students will pick five masks to film skits about. Students in 5 groups will create a culture in which this mask has derived from and what ritual the mask is involved in. This will help in the critiquing and evaluating processes.

The Process
1. Draw the shape of your mask on a large sheet of paper. The larger the better, masks can cover more than just the face.
2. Cut the shape out of the paper.
3. At both the top and bottom of the mask, make a 1" cut. (You will later take these cuts, fold the paper across itself and staple so the mask has dimension).
4. Draw and cut out where the eye holes, mouth and nose holes are going to be.
5. Decorate the mask by using bright crayon. Press hard so the color is nice and bold.
6. (OPTIONAL) Using the tempera, do a light wash across the crayons. The crayon areas will resist the paint and "shine" through.
7. Where you made you made your cuts, fold the paper and staple in place. This will give your mask more dimensions.
8. Staple string onto the mask, it can be tied around the head.

I will ask these questions to track understanding:

What are some characteristics in pictures of masks?
Which elements did you like most? Why?
What emotion do you want to show?
How would you go about it? Color? Shape? Objects to be added?
What cultures are you going to incorporate?
Why did you choose this particular imaginary culture?
How did the film/skits help in your understanding of different cultures?


Student Accommodations: In this classroom I have a student who needs accommodations due to ADHD.
These are some strategies that I will use:

I will have consistent rules and a structured classroom atmosphere, consistency, consistency, and consistency. I need to consider the use of physical contact / touch as a means of bringing the student back to the subject rather than calling out his/ her name. If I am unable to establish physical contact with the student, I will cue or a secret signal that will help the student to return to the task. I could encourage the use of highlighters since many ADHD students tend to be right-brained (visual learners). Learning that involves or allows for a degree of movement in the classroom, is most apt to be useful to ADHD students due to their energy level. Preferential seating is frequently useful with front row and corner seating often the best. I will use your ADHD students to run errands because they need the movement and may help young children to feel important to the teacher. I will post class assignments on board and/or assignment sheet. If I give verbal instructions, it is a good idea to ask the ADHD students for feedback to insure that they understand the instructions. It may be important to do this covertly so the student is not embarrassed. Maintain a higher degree of eye contact with ADHD students to help insure that they are tracking lecture information and instructions. I also need to be sure to simplify complex instructions. Building a solid rapport with ADHD students is highly important. When recognizing student out of class, use his/her name.
(www.direct-connect.info/providerarticles/ADHD-Accommondations.pdf)