Second Grade

Lesson Plans
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Finger Masks
In this section there is a photo example of the finger masks made by me and in this case Mrs. Otte. If possible I would also want a picture of a students clay mask.

Course: Art Grade Level: Elementary Grade 2 Lesson: Northwestern Finger Masks Big Idea: Unmasking Skills and History Through Art Theme: Gaining Artistic Skills and Historical Skills with Clay Rationale: Through this project students are gaining a cultural awareness. They learn how to work with others while recognizing and respecting cultural differences. They obtain an appreciation of the history behind one of the many forms of northwestern art. Creating Finger Masks students are increasing some career and life skills for becoming self-directed, independent learners and workers who can adapt to change, manage projects, take responsibility for their work, and producing results. Throughout class they are collaborating with others by working respectfully and effectively to create, use and share knowledge, solutions and innovations. Lastly they are using knowledge and understanding of the subject material to express their own creativity. Narrative: As a class we will be creating Finger Masks inspired by the northwestern region. Students will gain career and life skills through the work process. They brainstorm by sketching in various steps. They learn to collaborate and communicate with each other. Students will expand their creativity and innovative skills though this project. They will increase their knowledge and skill of working with clay as well as other mediums, in turn making a finished product they will be proud of. Goals/Standards (Alignment): - Core Ability 1: Think Creatively With Art o Question- Ask the question, set the goal, define the problem o Saturation- Gather information, do research o Incubation- Think time, let ideas cook o A-ha Moment- A solution emerges o Verification- Test out the idea to see if it works - Core Ability 2: Connect With Art o Art History- All people in all cultures make art o Aesthetics- Art is made from a wide range of materials o Criticism- Art is made for many purposes o Multicultural Education- Art is categorized by genre, media, culture, style, time period, and discipline

Core Ability 3: Express Through Art o Understand choices for effective communication- Objects, shapes, and Colors all have meaning Core Ability 4: Know the Language of Art o Art Elements and Principles of Design create art o Identify, interpret, connect and use the elements and principles in artwork Core Ability 5: Create Art o Work with and acquire skills in Drawing o Work with and acquire skills in Painting o Understand that art is studied in disciplines o Use materials and tools in a safe and responsible manner Core Ability 6: Live With Art o People who make art are artists o Art enhances the quality of life o Recognize the value and connection between the arts and their own lives and environments Core Ability 7: Talk About Art o Reflecting and assessing the art experience to understand what was learned o Providing and receiving feedback to enhance students learning

Key Concepts: - Work can be affected by cultural or artistic influences. - Making a mask with clay requires the student to connect the eye to the hand with intent on detail and accuracy. - Reflection and critique of visual cultures defines us and connects us to our world. - Recent and contemporary art might echo threads from the past. Essential Questions: - What do you want the viewer to see, think, and feel when they look at your mask? - How did you show your personality or culture in your mask? - Why did you choose to paint your mask in the way you did? Objectives: - Students will gain an understanding and insight into the history of the northwestern culture. - Students will understand the process of thinking creatively and finding their preferred solution. - Students will develop their skills within the medium and the tools used to create their mask. - Students will gain technical skills while working with the clay. - Students will expand their vocabulary of the elements and increase their ability to have knowledgeable discussions about their artwork and the work of others. - Students will gain career and life skills by thinking independently, self-directing, adapting to change, manage their project, take responsibility for their work, and produce a product. - Students will collaborate with others and learn to work respectfully with others. Materials: - Sketch Paper - Pencils - Colored Pencils or crayons - Example Handouts of Shapes - Made Examples - Video Examples - Clay - Wedge Boards - Wooden Carving Tools - Toothpicks - Rolling Pin - Wooden Sticks - Paper Towels - Paint Shirts - Paint - Paint brushes - Water Containers for tables

Newspaper Sponges Storage Unit for Extra Clay Cutting Wire (For Teacher) Kiln Spray Gloss (For Teacher) Feathers Glue

Instructional Procedures: - Activity One o Greet the Students and Introduce Finger Masks inspired by the Northwestern Culture. Where do you find masks? Questioning and Defining o PowerPoint on the background of northwest and finger masks o Video of Thumbnail sketch examples o Show Sketch Examples In Front of Them and Examples of Masks What do you want to portray in your masks? Gather Information, Do Research o Explain the Reasoning for Multiple Thumbnail Sketch Ideas Why is it a good idea to have multiple sketches? Think time, Let ideas Cook, Multiple Ideas o Exiting Questions What did you learn or come up with? - Activity Two o Greet the Students and Talk About What We Remembered From the Previous Day o Clip on Uses of Finger Masks and Dancing o Video on Good Sketches o Finalize Sketch Choice Which one is your favorite? A-Ha Moment o Color In What colors are you going to use? Are you using all of the elements required? o Exiting Questions Did you discover or learn something new today? - Activity Three o Greet the Students and Talk About What We Remembered From the Previous Day o Video on Alaska Information o Review Goals and Needed Elements o Work Day Are you using the right colors? What shapes are you using? o Language Reminders What elements are you using? Can you add more details? o Finish Coloring In o Cut out o Exiting Questions (Formative Assessments) Small Group Questioning about what they have learned. What elements are you using? What are we learning about by making this project? Why is this important? Did you discover or learn something new today? - Activity Four o Greet the Students and Talk About What We Remembered From the Previous Day o Introduce Clay What stage is the clay at now?

Plasticity, familiarity of clay stages How are you going to use your supplies? Familiarity and Comfort when using Supplies o Show Video of How To finger mask example How did I wedge? How did I roll my clay into a slab? How did I cut out the shape of my finger mask? How did I smooth things out? How did I use my supplies? o Language Reminders What is the finger rule? What elements are you using? What tools worked best for you? o Exiting Questions What did you learn today? Activity Five o Greet the Students and Talk About What We Remembered From the Previous Day o Show Video of Drawing out Design on Mask and Painting (Surfacing Mask) How did I use my supplies? What did I do first? What supplies do I need to paint? How will you use your paint supplies? How many colors did I use? o Work Day Draw out Design Did you come up with any new ideas? Why? Are you remembering all of the elements required? Paint One Color Do you have all of the supplies you need? How are you using your supplies? Are you using the right colors? o Exiting Questions What do you like the most? What could you do to improve? Activity Six o Greet the Students And Talk About What We Remembered From the Previous Day What have we been doing? What should we be remembering when we paint our masks? o Work Day/ Wrapping up Painting Do you think you are finished? Could you add more detail? What could you improve? Did you consider both sides? o Exiting Questions Did you find something that went differently or worked better when painting today? Activity Seven o Greet the Students and Talk About What We Remembered From the Previous Day o Wrapping it up Do you want to add feathers? If so how many can you use? If so what colors will you use? Why? o Work Day (for those who want to add feathers) o Exiting Questions What have you learned in this overall process?

Assessments: They will do a formative assessment in small groups where they discuss the elements they are using, what they have learned, and why is this important. I will walk around to each table to listen to this information to see what they have learned or what I can do to help them better understand the project. At the end of the project I will do a summative assessment/rubric over the project reviewing each students work to verify that each project shows creativity, good craftsmanship, they showed an d portrayed elements discussed, and they stayed on task throughout class when working on their project. (See Attached Rubric) Extensions: Finished projects can be displayed online through Artsonia or on the school website. They also could be displayed within the school environment. Motivation: - Students will be motivated intrinsically because they will be choosing how they want to design their masks. - Students will be motivated to complete the project extrinsically because they will have certain goals and aspects they must complete before the mask is considered finished. Vocabulary: - Clay - Paint - Line - Color - Shape - Culture - Wedging - Slab - Kiln - Tool Names (Rolling Pin, Wedge Board, etc.) - Finger Mask - Northwest - Green Ware - Bisque Ware - Ovoid - U Shapes - Eskimo - Alaska Resources: - Handouts made on different shapes and masks made in the northwestern region - Video of Alaska Information - Videos of How to Examples that are Made - Examples Made Time Frame: 7 Class Periods