Title: African Masks From Recycled Materials: Milk Jug Construction
Topic: recycling, African culture
Goals and Objectives:
Students will make three-dimensional masks representing elements and principles of design used by African indigenous cultures.
Students will use recycled materials to construct an original mask.
Students will conduct research in the library or computer lab.
GLEs:
STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks created for various purposes
A. High School Level I
·Create original artworks using non-objective, architecture and anatomy subject matters.
STRAND IV: Interdisciplinary Connections (IC)
1. Explain connections between visual art and performing arts
A. High School Level I
·Connect meanings of elements in art with terms in music, theatre, or dance
STRAND III: Artistic Perceptions (AP)
2. Analyze and evaluate art using art vocabulary
A. Art Criticism: High School Level I: With one artwork:
describe artwork;
analyze the use of elements and principles in the work;
Interpret the meaning of the work (subject, theme, symbolism, message communicated);
Judge the work from various perspectives:
Showing a real or idealized image of life (Imitationalism)
Expressing feelings (Emotionalism/ Expressionism)
Emphasis on elements and principles (Formalism)
Serving a purpose in the society or culture (Functionalism)
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
E. Unity: High School Level I
·Explain how elements and principles create unity in artworks
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
F. Proportion: High School Level I
·Identify and use realistic facial proportions
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
B. Emphasis: High School Level I
·Identify and create emphasis (focal point) through contrast and convergence
Grade: 9th – 12th
Length of Class Period: 55 minutes
Frequency of Class Period: five days a week
Time Needed: six class periods
Facility & Equipment Requirements:
One computer lap top
Room with good lighting
Large tables, approximately ten, each seating four students
Two sinks
Dry erase board
Drying racks
Cabinets for storage
Projector for viewing computer video, CDs and DVDs
Materials Per Student:
empty clean milk jug
sharp scissors
masking tape
newsprint
white school glue
paint
Vocabulary/Terminology:
Indigenous - are ethnic groups that are defined as indigenous according to one of the various definitions of the term, there is no universally accepted definition but most of which carry connotations of being the "original inhabitants" of a territory.
Tribe - A tribe, viewed historically or developmentally, consists of a social group existing before the development of, or outside of, states.
Mask - a protective covering worn over the face
Culture - the tastes in art and manners that are favored by a social group
Health & Safety Concerns: There are no health and safety concerns for this project.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A formal assessment/grading rubric sheet from your specific high school should be filled out per student.
all articles and lesson plans are copyrighted 2018 by Grimm
High School age students work on their own mask designs.
Topic: Recycling, Environmental Themes in Art, Contemporary African Culture
Goals & Objectives:
Students will learn about the nature of recycling through the telling of a story about a small African boy who builds his own toys from the materials he asks his relatives for in the village where he lives.
The goal of this project is to introduce 4-6 graders to environmental themes and contemporary African culture. Through the classroom discussions stimulated by “Galimoto’s Game,” students will make comparisons between what they are capable of manufacturing themselves to what children in Africa produce from similar reusable materials.
This unit is designed to serve as a precursor to many future activities in the classroom. It is a playful introductory exercise. Students should not be expected to craft excellent studio projects. They should explore, cut, paste, and tear apart the supplies. During this session they are learning to manipulate materials that they will use with greater aptitude in future art projects.
Manipulating 3-dimensional objects takes a host of experiences in order to establish confidence in young students. This exercise will also prepare students to think about how they may proceed to develop sculpture in future classroom experiences.
It is important for American students to draw analogies between themselves and students of different countries and communities of different ethnic/cultural diversity. This helps them to comprehend that they live in a global community where they must adapt to the differences between themselves and others in order to peacefully occupy the same planet and indeed the very same neighborhoods. This simple lesson in culture teaches students that they have similar interests to children of their own age in a country far away. It develops in students a greater understanding of a common identity and purpose.
National Arts Standards: Visual Arts (5-8 grade) - Content Standard 4: Understanding the visual arts in relation to history and cultures.
Achievement Standard -
Students know and compare the characteristics of artworks in various eras and cultures
Students describe and place a variety of art objects in historical and cultural contexts
Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Show-Me Standards for Missouri Schools: In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of
process and techniques for the production, exhibition or performance of one or more of the visual or performed arts
the principles and elements of different art forms
the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts
GLEs- Strand I: Product/Performance – Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems for Sculpture, Ceramics or other media.
Sculpture, Ceramics, Other Media
·Combine simple forms to create a complex object/form (in-the-round)
Strand I: Product/Performance - Communicate ideas about subject matter and themes in artworks created for various purposes.
Theme
Create an original artwork that communicates ideas about
The Environment
Functions of Art in Culture
Personal Identity
Strand III : Artistic Perceptions – Investigate the nature of art and discuss responses to artworks
Aesthetics
Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable or good?
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: three class periods
Facility & Equipment Requirements:
One computer lap top
Room with good lighting
Large tables, approximately ten, each seating four students
Two sinks
Dry erase board
Drying racks
Cabinets for storage
Projector for viewing computer video, CDs and DVDs
"Galimoto" by Karen Lynn Williams.
Education Resources Needed:
“Galimoto” by Karen Williams
5-6 Question Sheets for village captains
“Toys and Tales with Everyday Materials” (Spiralbound) by Sudarshan Khanna and Gita Wolf by Tara Publishing. This book is not necessary for this particular assignment. It compliments the unit. In it teachers will find a host of simpler toys that younger students can make for this unit instead of manipulating a more elaborate toy from the materials that we have suggested. In other words, the toys described in this volume will work for K-3.
Materials Needed:
Masking tapes (one role for every two students)
Elmer’s school glue (one bottle for every two students)
Variety of bright tissue papers (many colors, two or three sheets per student)
Newsprint/Newspaper (approximately four Sunday papers)
Scissors (one pair per student)
wire/pipe-cleaners (wire for much older students, pipe-cleaners for younger students – ten or twelve stems)
plastic mesh (Children use chicken wire in Africa but I have chosen to use plastic mesh from Home Depot to eliminate some cuts and pricks!)
foil (two roles of aluminum foil per class of 30 students)
cardstock or old cardboard (one to two cereal or cracker boxes per student)
Vocabulary Words & Definitions:
cooperation – the practice of working with someone else peacefully
environmental – relating to the surroundings
recycle– the act of processing used or abandoned materials for use in creating new products
“Galimoto” – means "car" in Chichewa
persistence- continuance of an effect
sculpture- the art or practice of shaping figures or designs
resourceful- able to act effectively or imaginatively especially in difficult situations
compromise- a settlement of differences
found materials- scraps found and used in unconventional ways
design- organization or structure of formal elements in a work of art
Motivation – Looking and Talking Activity: The students will be introduced to the projects unique object through the reading of the book “Galimoto” During this reading they will be seated to the front of the classroom so that every student may see the pictures and hear the instructor’s voice properly. This particular book describes “how” a galimoto is made by a small boy named Kondi. Then the class will play the Galimoto Game. This game helps them gather their art supplies in such a way as to reinforce the actions of Kondi in the storybook.
Class Discussion: “A Galimoto Game” This game combines topically relevant questions with the acquisition of supplies. Create around your art classroom five small stations (village homes) where each child must visit in order to acquire a different recyclable for this art project. We have chosen the five items listed below for our project. Teachers may choose different items according to whatever supplies they may have at their disposal.
Assign five students (village captains or relatives) from your class to be in charge of each station. Each of these five students must ask a question(s) from the list below of every student remaining in the classroom. Encourage the students to be thoughtful in their answers. When the visiting student has answered the question he may then collect his or her alloted portion of the recycled material from each station. Students should answer a total of five questions at five different stations in order to accumulate the resources needed to construct their toys. After the students have collected their supplies, each person may then return to his or her desk and begin the studio project. Tools such as: scissors, markers, rulers etc.. will already be made available at each table in the art classroom.
Questions for constructed response assessment should be printed and distributed to every student in charge of supply stations. Teachers may wish to give only one or two of these to each game captain/relative. Print the list or parts of it prior to the discussion and bring it with you to class. Teachers will need to hand out as many lists as there are team captains.
Why did Kondi need to go to so many different people in order to find the supplies he needed to make his toy with?
If you were going to make a toy at home, what kinds of recyclable supplies would you collect in order to make it?
What is more valuable, a toy that you purchase at a store, or a toy you build yourself?
Can you list three different materials that Kondi collected to construct his car with?
What types of tools would you use to make and shape a recycled toy of your own?
Which one of your family members would know the most about where you could find throw away materials to build a toy with?
Did Kondi’s family have confidence in his ability to make a car from recycled parts?
What surprised you the most about Kondi’s handmade toy?
How long do you think it would take you to build a handmade toy car?
What was the most important ingredient used to by Kondi to construct his toy car?
Do you think that there are people who would value a handmade toy over a store bought toy? why?
What kind of toy would you make if you lived in Kondi's village?
What are some other kinds of objects that you have seen people make out of recyclable materials?
What kinds of smaller parts will you need to build first before combining them altogether to craft the final toy project?
Step by Step Activities:
After playing “Galimotos Game,” students will then return to their assigned seating to manipulate their materials into a toy of their own design. The teacher will need to observe the class to predetermine whether or not to continue the project for another class period.
The teacher will then demonstrate the different stages of building a galimoto similar to the examples she has shown to the class.
Students will wrap their wire human figures then set these aside.
Students will then wrap wire pipe cleaners around paper tubes to create wheels.
Students will attach these wheel shapes to either pre-constructed bike forms or they may choose to design a different galimoto of their own.
Modifications for Students With Special Needs -
Modifications for the hard-of-hearing or deaf student:
Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
Student will be provided with written instructions so that they read about the discussions and demonstrations
The instructor may use a amplification devise provided by the school or student’s parents
Modifications for the student with limited vision or blindness:
Students will be allowed to observe samples of art projects with their hands and for extended periods of time
Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Health & Safety Concerns: We suggest that pipe cleaners or coated electrical wire be used with this project. Plastic mesh may also be used as a safer substitute for wire mesh to prevent cuts.
Cleanup Time & Strategy: Cleanup time for this project will take approximately two to five minutes. Have a number of bins or paper bags set up at the front or back of the room that are clearly labeled according to the recyclable you wish the students to return to that particular bin. Tools, tape and glue may be returned to the shelves and drawers the teacher has assigned them to.
Internet Bibliography:African Innovations In Recycled Toys and General Information About Recycling in African Countries
Teacher samples of masks built from cardboard and recycled construction papers, yarn, twine, wood scraps, newspapers, wheat paste and glue. The mask in the middle is almost finished! Far right, student example of the same mask project.
Title: African Masks From Recycled Materials: Flat Cardboard Construction
Topic: recycling, African culture
Goals and Objectives:
Students will make three-dimensional masks representing elements and principles of design used by African indigenous cultures.
Students will use recycled materials to construct an original mask.
Students will conduct research in the library or computer lab.
GLEs:
STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks created for various purposes
A. High School Level I
Create original artworks using non-objective, architecture and anatomy subject matters.
STRAND IV: Interdisciplinary Connections (IC)
1. Explain connections between visual art and performing arts
A. High School Level I
Connect meanings of elements in art with terms in music, theatre, or dance
STRAND III: Artistic Perceptions (AP)
2. Analyze and evaluate art using art vocabulary
A. Art Criticism: High School Level I: With one artwork:
describe artwork;
analyze the use of elements and principles in the work;
Interpret the meaning of the work (subject, theme, symbolism, message communicated);
Judge the work from various perspectives:
Showing a real or idealized image of life (Imitationalism)
Expressing feelings (Emotionalism/ Expressionism)
Emphasis on elements and principles (Formalism)
Serving a purpose in the society or culture (Functionalism)
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
E. Unity: High School Level I
·Explain how elements and principles create unity in artworks
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
F. Proportion: High School Level I
·Identify and use realistic facial proportions
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
B. Emphasis: High School Level I
·Identify and create emphasis (focal point) through contrast and convergence
Grade: 9th – 12th
Length of Class Period: 55 minutes
Frequency of Class Period: five days a week
Time Needed: six class periods
Facility & Equipment Requirements:
One computer lap top
Room with good lighting
Large tables, approximately ten, each seating four students
Two sinks
Dry erase board
Drying racks
Cabinets for storage
Projector for viewing computer video, CDs and DVDs
A variety of decorative recyclables like: beans, pods, plastic parts, wood chips, twine, feathers, construction paper, magazines etc...
Vocabulary/Terminology:
Indigenous - are ethnic groups that are defined as indigenous according to one of the various definitions of the term, there is no universally accepted definition but most of which carry connotations of being the "original inhabitants" of a territory.
Tribe - A tribe, viewed historically or developmentally, consists of a social group existing before the development of, or outside of, states.
Mask - a protective covering worn over the face
Culture - the tastes in art and manners that are favored by a social group
Motivation- Looking and Talking Activity: The students play with a set of art cards. They must practice looking at tribal design elements and sort the cards according to common attributes used by each particular group. I have included the identification chart below.
Step-by-Step Studio Activity Specifics:
Students will play a quick, challenging card game that will introduce them to this lesson plan.
Students will watch and discuss a Power Point about African tribal designs.
Students will spend one class period doing research in the library about a particular tribe whose masks they wish to take design elements from.
Students will draw two versions of a mask they wish to construct.
Students need to decide if they will make a mask from flat recycled cardboard boxes or from crushed newsprint formed over an old milk jug.
The teacher will demonstrate the cardboard construction techniques using glue and cut, geometric pieces of cardboard.
Students will complete their project to this point and then the instructor will demonstrate the method of layering newsprint and wheat paste on top of the cardboard mask to improve its stability.
The masks will need to dry over night.
Then students will be provided a variety of recycled objects and asked to glue a selection to their masks in order to create texture: beans, pods, plastic parts, wood chips, twine, feathers, construction paper, magazines etc...
Students will paste these objects creatively according to their design ideas.
Students will then paint the mask and apply varnish or Mod Podge.
Health & Safety Concerns: There are no health and safety concerns for this project.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A formal assessment/grading rubric sheet is included along with this lesson plan in the student teacher binder.
all articles and lesson plans are copyrighted 2011 by Grimm
