Vous êtes sur la page 1sur 3

Course Title:

Grade: Fourth
Lesson: Foil MasksPlan Narrative: Students will begin learning about an artist named Kimmy Cantrell. He
creates masks out of clay and metal. His masks are more about form rather than function. His personal
experiences inspire his artwork. Students will be shown the difference between forms versus function. I
will show a powerpoint on Kimmy Cantrell and his inspirations, accomplishments, and works of art. I
will show the difference of asymmetry and symmetry in Kimmys masks and share the importance of
flaws in his masks that reveal imperfections in people. Students will learn the definition of pattern,
asymmetry, and symmetry. The students will begin to sketch out their own mask ideas, two
asymmetrical and two symmetrical. Each mask must have patterning of either lines or shapes. The
students will then draw good copies of their mask ideas of their favorite ones they have sketched out.
They will cut out and around the outside of their mask drawings and trace it onto foil. Students will
spend a day practicing on the foil and working with the tools. Students will then cut out the foil masks,
add their pattern details, add embellishments, and add accent colors in either warm or cool colors.

Objectives: The Learner will
Gain understanding of working with new materials and tools.
Gain knowledge of the artist presented.
understand the new vocabulary.
Discuss their creative decisions made and understand what needs to be done to improve their work

Materials: Sketch paper, pencils, colored pencils, crayons, sharpie markers, white paper, foil sheets,
rubber mats, ball point pens, wood sticks, wire, beads
Vocabulary:
Asymmetry- different on both sides of the mask
Symmetry-the same on both sides of the mask
Pattern- repeating shapes or lines to make a design
Form vs Function-using the object for use or using it for decortation
Day one: Introduction to the project and Featured Artist
1. Open the class with showing them what their new project will be, show examples of their final
project to show where their ideas will be going.
2. Descriptions of the new artist, Kimmy Cantrell. A powerpoint is shown to show examples of his
artwork and his accomplishments.
3. Explain the new vocabulary and show the importance of form versus function and how Kimmy
uses asymmetry to highlight flaws that everyone has.
4. Have students get started right away with their sketches of their own mask ideas. Four must be
drawn, two asymmetrical and two symmetrical. Students choose one from each and color in.
Assessment: ask each group to discuss with one another what they learned either about the artist or
about the vocabulary, I will assess what they know by asking them one thing they learned and discussed
with each other.
Day two: Continue with sketches
1. Students will review Kimmy Cantrell and his mask ideas, more examples of his masks will be
shown
2. Students will be formatively assessed about what they remember from the last class, asymmetry
and symmetry, whether the masks are form versus function
3. Students will continue on their sketches and continue to color two of their favorite ones in.
Day Three: Good copies, cut out their favorite
1. Review and formatively assess where the students are at with their mask sketches to see where
they are at.
2. The students will be shown how to draw the mask sketches onto good copy paper. The students
will be shown how to draw a symmetrical and asymmetrical mask two different ways.
3. Students will finish their sketches, and start their good copies in pencil. The students will then
go over their pencil drawings with sharpie markers to make it darker and more visible.
4. IF the students have time, they will color the masks and cut their favorite of the two out.
Day Four: Practice on foil with new materials
1. Formatively assess what the students know about working with foil or any of the materials being
presented.
2. Show the video on working the material on practice foil pieces.
3. Show what we are going to do with the foil next class time and why its important to practice.
Show that we are going to trace our cut out masks onto the foil and add details with the tools
4. Have the students free practice on the foil, using all of the tools- pens, wooden sticks (both
sides), mats, foil, cutting foil with scissors.

Day Five: Trace masks onto foil, add patterns and details
1. Formatively assess the students on what materials we need to work with the foil.
2. Review how to trace the mask onto the foil and how to use the materials to add details of
patterns on the inside of the masks
3. Have the students get started on tracing their masks onto the foil
4. Make sure the students take their time and understand the importance of craftsmanship and
making mistakes work for you if it happens.
Day six: Continue to trace the masks onto the foil and begin cutting out and adding details
Day Seven: Color with either warm or cool colors
1. Formative asses what the students know about warm or cool colors
2. Explain warm and cool colors and inform them they can add color details of one of the two only.
3. The students will add details on the masks with tools that give it dimension and interesting
patterns
Day eight: Continue Coloring masks and add embellishments
1. The students will finish their coloring of the masks in cool or warm colors
2. The students will then start adding their embellishments
3. They will use hole punchers, wire, beads to add decorative embellishments to give their masks
another dimension.
Assessment: Formatively assess what the students learned from the process and materials. Have a
discussion on what worked well for the students, what they would do differently, what worked well for
them and what they learned.
Close: Discuss what the next project will be in relation to this project. They will start learning about clay
masks and possible artists or cultures to emulate for their next masks.

Vous aimerez peut-être aussi