unit on masks shelley w. patterson 2014

8/10/2019 Unit on Masks Shelley W. Patterson 2014

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The Language

of

Mask

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Shelley W. Patterson EDUC578 Page 2

The Language

of

MasksSomeone once said, Behind every mask there is a face and behind that

story. What does this statement mean? And, is it true? Have you everpondered the thought that masks have a bigger purpose? They may be themysterious link between us all?

Masks are everywhere. You can find them sprinkled throughout history. almost every culture masks have a presence. Even in our modern world, theycan be seen on Halloween, at festivals and in parades, in museums, and use

or theatrical performances. Have you ever wondered where they come from?And, more importantly, what they have to say?

Communication is a very important part of our every day lives. Everywheyou look, people are in constant communication with one another throughemails, phone calls, texting, Instagram, Twitter, and Facebook. But, if we stopand take a minute to examine the world around us, will we find stories of longago hidden in the artifacts of our ancestors? Will these masks communicate

more about who we are and where we came from?In the next few months, you will explore the language of masks. You will

examine the mask- its purpose, place, and transformation in society. You wilravel the world through the mask and make connections to our modern life.Finally, you will listen. You will listen to the mask and hear what secrets iteveals to you and understand it has much to say.


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Rationale:In schools today, students are often taught to rely on memorization of rote facts to master content in the classroom. Manytimes, gifted students easily learn the isolated pieces in order to make good grades, soar to the top of the academic world,and feel undeniably successful. However, these same students can often be found years later struggling in college and lifen general as challenges present themselves that require a person to use higher-order thinking skills and piece togetherthe isolated facts to look at the big picture or end goal to solve problems. In education, there needs to be a shift in the waywe plan and prepare instruction for the gifted and talented. These students need to have a deeper and more complexunderstanding of overarching concepts, so they can apply them to the multi-faceted challenges of the real world. In thisconcept-based unit, gifted students will have the opportunity to study the communication through examining the masks ofthe world in a whole new way. They will learn to equip themselves with creative and critical thinking skills, which areneeded not only to soar in school, but also in life.

Purpose:The purpose of this unit is to study and analyze masks of the world to answer the question: Why is communication animportant aspect of a culture?In this unit, students will investigate masks of the world to understand how a culturesdentity can be communicated through this form of art. They will also learn how these mysterious masks have connectionsto several modern American traditions and reveal more about who we are as a nation. It is also designed for students totake on the role of a practicing professional in order to communicate their understanding of a cultures rituals and traditions

through creating an art exhibit to share their knowledge with others.

Target Audience:This unit was created for 5thgrade gifted students. However, due to mature content it is extremely important that teachers

are discerning in using many of the resources that are suggested. While many of resources are authentic and thoughtprovoking, some of them may need to be slightly altered to censor for the use of 5thgrade students. Additionally, this unitcan easily be adapted for grades 6th-8thas it is aligned to 8thgrade Social Studies standards.

Appropriateness for Gifted LearnersPeter Drucker said, The most important thing in communication is hearing what isn't said. In an ever-changing, diverseworld, students are constantly being challenged with understanding who they are and who the people are around them.Communication can be explored far beyond what is written on a page. In this concept based unit, gifted students will havethe opportunity to view the world through the conceptual lense of communication in order to have a deeper understandingof what makes up a cutlures identity and how it translates personally to them. Additionally, it is important for gifted

students to have to exposure to varied ways of communicating their ideas, feelings, and understandings. Through maskwork, they will learn how other cultures utilized this art form to communicate and apply it in their own lives. This conceptualunit is designed for gifted students to simultaneously think critically while learning to express themselves creatively.

Prerequisites:There are not any prerequisites for any students to participate in this conceptual unit.

The Language ofMasks


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Social Studies:

8thGrade ALCOS # 1:Explain how artifacts and other archaeological findings provide evidence of the nature and movement ofprehistoric groups of people.

8

thGrade ALCOS # 4:

Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature,architecture, and science.

8

thGrade ALCOS # 12:

Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia.

Art:

5thGrade Arts Education # 1:

Utilize the elements of art and principles of design and the structures and functions of art to communicatepersonal ideas.

5

thGrade Arts Education # 5:

Identify societal values, beliefs, and everyday experiences expressed through works of art

Reading: CCSS.ELA-LITERACY.RL.4.9:

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patternsof events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

CCSS.ELA-LITERACY.RL.5.7:Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphicnovel, multimedia presentation of fiction, folktale, myth, poem).

Science: 9th - 12thGrades Anatomy and Physiology Elective #15:

Identify physiological effects and components of the immune system.

Technology: 3rd- 5thGrades Technology # 2:

Use various technology applications, including word processing and multimedia software. 3rd- 5thGrades Technology # 8:

Collect information from a variety of digital sources. 3rd- 5thGrades Technology # 9:

Use technology tools to organize, interpret, and display data. 3rd- 5thGrades Technology # 10:

Use digital environments to collaborate and communicate. 3rd- 5thGrades Technology # 12:

Create a product using digital tools.

Standards


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Concept Map


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Disciplines

Fields of Study

Film Director

Historian

Museum

Curator

Theatre

Professor/

Actors

Costume

Designer

Anthropologist

Critical Content/Standards

8th

Grade ALCOS # 1: Explain how artifacts and other archaeological findings

provide evidence of the nature and movement of prehistoric groups of people.

8th

Grade ALCOS # 4: Identify cultural contributions of Classical Greece, including

politics, intellectual life, arts, literature, architecture, and science.

8th

Grade ALCOS # 12: Describe China's influence on culture, politics, and

economics in Japan, Korea, and Southeast Asia. 5

thGrade Arts Education # 1: Utilize the elements of art and principles of design

and the structures and functions of art to communicate personal ideas.

5th

Grade Arts Education # 5: Identify societal values, beliefs, and everyday

experiences expressed through works of art.

Facts

Masks are used for

actor

training/performing,

celebrations, spiritual

rituals/religion, in time

of war, and to cope

with tragedy. Masks are used to

disguise, conceal,

amuse, terrify,

express/ communicate

ideas or feelings to

other people.

Masks can be found in

the traditions and

rituals of many

cultures, including:

African, Ancient

Greek, Italian,Chinese, Korean,

Native American,

African, and modern

American cultures.

Skills/Processes

Developing

Hypotheses

Recognizing

Attributes

Compare and

Contrast

Analyze

Making Observations

Classifying

Seeing Relationships

Planning

Originality

Collaborating

Performing

Creating/Designing

Research

Organizing

Information

Concepts

Communication

Culture

Identity

Origin

Rituals

Traditions

Concept-Based Curriculum Flowchart

Conceptual Lens

Name: Shelley W. Patterson Date: June 19, 2014

Communication

Representative Topic

The Language of Masks


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Name: Shelley W. Patterson Date: June 19, 2014

Essential Understandings/Generalizations

Students understand that communication is an important aspect of a culture.

Students understand that communication provides a means of understanding a culture's identity.

Students understand that a culture's identity is essential in interpreting the origin of rituals and traditions.

Essential Questions

Why is communication an important aspect of a culture?

How does communication provide a means of understanding a cultures identity?

In what ways does understanding a cultures identity help you interpret the origin of rituals and traditions?

Culminating Performance Task/Summative Assessment

PBL Scenario:

The Jule Collins Museum of Art in Auburn, Alabama is hosting a new exhibit titled, The Language of Masks, to display

at this springs art gala. As the newly hired museum curator, you will assemble a team to help you organize and

prepare for the new exhibit. Your team will consist of two other members, including a commissioned local artist and

anthropologist. Together, you will plan, design, and develop an art exhibit consisting of 5 to 7 mask artifacts to display

at the art gala. The artifacts must communicate one specific cultures rituals, traditions, beliefs, or values through your

exhibit. Your exhibit may include a three-dimensional replica of a mask (required), mock-up drawings, dramatizations,

photographs and/or printed of pictures. The anthropologist will be responsible for the accuracy of the content, the artist

will be responsible for design, and the curator will organize and write the descriptions for the exhibit.

*Students may chose a culture we have studied or a research a new culture.

Instructional Activities

Pre-assessment: Students will complete a Frayer Model Diagram on the concept of Communication.

Throughout the unit, we will keep a concept web of communication displayed on our wall. As we learn new

purposes of communication for the mask, we will add it to our map.

Lesson 1: Students will take a mask gallery walk of various kinds of masks hypothesizing on the purpose ofeach mask. Students will complete the concept development group activity.

Lesson 2: Students will learn how to communicate with masks in theatre using the neutral mask. They willdevelop tableaux using neutral masks to perform for the class.

Lesson 3: Students will research the use of masks in Ancient Greece theatre. They will compare and contrast

the design and structure of masks for use in comedy vs. tragedy and chorus vs. a central character

(Suggested site: www.richeast.org/htwm/Greeks/theatre/actors.html) We will analyze pictures of masks and

determine what each mask would communicate to the audience.

Lesson 4: Bibliotherapy lesson using the book: Behind the Mask by Yangsook Choi (A young boy begins to

understand his grandfather through learning about the culture his grandfathers mask).

Lesson 5: Students will jigsaw the purpose and cultural meaning behind various Chinese masks (exorcising

masks, Tibetan masks, sorcerers' masks in Yunnan and Guizhou, Shamanic masks and dramatic masks etc.)

Lesson 6: Students will explore the need for Commedia Dellarte and how is originated by discussing why

humor is needed in culture? (Students will become familiar with the impact of the Black Death on Italian

culture.)

Lesson 7: Guest teacher: Daydrie Hague (if available) Students will learn to improvise and delve into the

world of Commedia Delarte by performing skits.

Lesson 8: Students will learn ready folktales, myths, and legends from three West African Tribes. They will

visit virtual museums and picture galleries to analyze the relationship between the design of masks and

folktales, myths, and legends in West Africa.

Lesson 9:American traditions: how do we use masks in our culture and can we see any relationships or

trends that are similar with other cultures? Students will make connections between cultures, rituals, and

traditions. (Why did we originally wear masks on Halloween? Mardi-Gras, masquerade balls, etc.)

Lesson 10:Affective lesson: The Masks We Wear Students will participate in working with neutral masks to

reveal their thoughts/feelings while concealed with a mask.

Lesson 11: Career Fair: Student will visit information centers from three practicing professionals (museumcurator, local artist, and an anthropologist) either in person or via Skype.

Lesson 12 (Performance Task): In teams of three, create an art exhibit of 5-7 mask artifacts from the

perspective of one culture.


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Essential Understandings/Generalizations:

Students understand that communication is an important aspect of a culture. Students understand that communication provides a means of understanding a culture's identity. Students understand that a culture's identity is essential in interpreting the origin of rituals and traditions.

Essential Questions:

Why is communication an important aspect of a culture? How does communication provide a means of understanding a cultures identity? In what ways does understanding a cultures identity help you interpret the origin of rituals and traditions?

Instructional Activities:Preassessment:1-2 weeks before students will complete a Frayer Model Diagram on the concept of Masks. Throughout the unit,

we will keep a web about masks displayed on our wall. As we learn new purposes for the mask, materials used, and culturalunderstandings - we will add it to our map.

Lesson 1: Introduction to the Unit:Guiding Questions:What is communication? What are some unconventional ways to communicate? Can art communicate? What isculture? What are the components that make up a societys culture? Why is communication an important aspect of a culture?

1. Upon entering the room, students will hear the song, Communication, by Mae. As each student sits, they will find a sheet ofpaper with the lyrics printed on them. I will direct the students to read the lyrics as we finish listening to the song. Afterwards, Iwill ask my students to define, What is communication? and How did the musician in this song communicate?

2. Students will complete Concept Development Group Activity. In groups of four, students will brainstorm, examples of theconcept of communication onto a Padlet wall. They may represent the examples of communication with words, symbols,and/or pictures. I will ask students to think of unusual/unconventional ways we communicate to add to the wall, too. Oncestudent groups have generated their list, I will ask them to categorize the ideas into groups and then, think of non-examples.Finally, as a whole group, I will demonstrate how to write a generalization about communication from our examples, categories,and non-examples. Once I have demonstrated it, students will work in groups to write additional generalizations. We will recordthem onto our wall concept map about communication.

3. Teacher will then reveal a gallery of masks that are already hung (but covered up) in the room. Student will use a graphicorganizer and take a Mask Gallery Walk with a partner making notes about what culture, circumstance/purpose, and

message they hypothesize the mask is telling them. !"#$% '(

Lesson 2: The Neutral Mask:Guiding Questions:In what ways can you communicate without using spoken language? Can you reveal a message while hiding? How

do actors use neutral masks in order to communicate more effectively to their audience? Why is communication an important aspect of aculture?

1. Class will read quote, The neutral mask can lead an actor to reject his habitual identification in favor of a deeper, simplerunderstanding of his powers of expression. (By Philip Zarrilli) Class will discuss how when using masks you can no longercommunicate with speech or facial expressions, and therefore, you need to expand your vocabulary of what it means tocommunicate. You must focus on the most intricate movements of body language in order to communicate your message.

2. Creative Dramatic (Warm-up): Wearing a neutral mask, students will work on communicating a message without any speechused. One student will draw a word from two separate bowls (one bowl containing adjectives, and the other containing ananimal). Then, all the students will move throughout the room communicating both the adjective and the animal by

transforming their body language to complete the task (Example: ferocious dog, playful frog, or an injured fox). !"#$% '(

Unit Overview: The Language ofMasks


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3. Students will learn how to communicate with masks in theatre using the neutral mask. They will develop tableau using neutralmasks to perform for the class. In groups of 3-4 people, using the neutral masks, create a frozen tableau, which expresses anemotional state (e.g. fear, pride, aggression, joy). Hold for a count of 5. Show the class. Discussion of what tableau they wereshowing, and what communicated the message. Create a statement of the exact opposite emotion (e.g. bravery, modesty,timidity, misery). Hold for a count of 5. Ask the class, What changed within the actors body language that communicated a

new tableau? !"#$% ''(4. Add new ideas/connections to our mask web.

Lesson 3: Masks of Ancient Greece:Guiding Questions: How does the construction of a mask help the audience interpret different meanings? Why were masks soimportant in Ancient Greek theatre? How do the masks of Ancient Greek theatre help us to understand the gender roles in their society?What do the masks of Ancient Greek theatre communicate about societal traditions and rituals during that time in history? How do themasks of Ancient Greece help communicate its cultures identity? How does communication provide a means of understanding acultures identity?

1. Students will look at a picture of Theatre of Dionysus. Groups of four will have a discussion of How theatres have changedover time?

2. Students will research the use of masks in Ancient Greece theatre. While researching, they will use a Venn-diagram tocompare and contrastthe purpose, design and structure of masks for use in comedy vs. tragedy vs. chorus masks. (Suggested

site: www.richeast.org/htwm/Greeks/theatre/actors.html ) !"#$% '(3. Once students have an understanding for how Ancient Greek theatre masks were used for communication, teacher will hand

each group envelopes of pictures of Ancient Greek Mask and a compilation of modern poems. Students will read the poemsand choose appropriate masks that actors may have worn if this poem was performed in the Theatre of Dionysus during

Ancient Greek times. !"#$% ''(4. Add new ideas/connections to our mask web.

1. Students2.

Lesson 4: Masks of China:Guiding Questions: What are celebrations? What are rituals?How did Chinese culture incorporate masks in their beliefs, celebrations,rituals, and ceremonies? What do these masks tell us about Chinese culture? How does communication provide a means ofunderstanding a cultures identity?

1. Upon entering the room, an animated mask will be talking to the students explaining a brief history of the importance of masksin Chinese culture. At the end of the animation, the mask will then tell the students which groups they are working in and givethem directions.

2. Students will jigsaw the purpose and cultural meaning behind various Chinese masks (exorcising masks, Tibetan masks,sorcerers' masks in Yunnan and Guizhou, Shamanic masks and dramatic masks etc.) Students will first organize into fiveseparate expert groups studying the sub-categories listed above. They will fill out a graphic organizer about their mask, itspurpose, and how it was used to communicate within Chinese cultural. !"#$% '(

3. Students will use the information from the graphic organizer to write an informative paragraph about their mask.4. Students will remain in their expert groups, and use the App iFunFace to capture photographs of Chinese masks, animate the

masks to talk, and then record the information they have learned about their mask. !"#$% ''(5. Then, students will take their individual animations back to secondary groups, and share their expertise with new group.6. Add new ideas/connections to our mask web.

Lesson 5: Masks of Italy:Guiding Questions:What are origins?What is humor? Why is comedy needed? What is improvisation? How was humorcommunicated through masks in Italian culture? How is humor changed over time? How Commedia Dellarte influenced humor inmodern culture? What professions care about improvisation? How does communication provide a means of understanding a culturesidentity?

1. Students will watch a clip from The Three Stooges: http://www.youtube.com/watch?v=PdBvBtdbQpwTeacher will reveal to students that this type of entertainment originated from Commedia Dellarte. Teacher will explain that aswe explore the world of Commedia Dellarte- they need to be thinking of other ways Commedia Dellarte has transformed andtranslates into modern entertainment.

2. Students will become familiar with the impact of the Black Death on Italian culture. They will watch two clipshttp://www.youtube.com/watch?v=pRZYb2Jl22g and http://www.youtube.com/watch?v=DyE8z_Ztifc !"#$% '(

3. Teacher will give out copies of Ring Around Rosy rhyme. There will be a discussion of what the true meaning of the rhymemeant and its relationship to the Bubonic Plague.


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4. Teacher will pose the questions: What is humor? Why would humor become a necessity during this time? Students willdiscuss the need for humor.

5. Teacher will introduce the characters of Commedia Dellarte by providing each student a character description of each maskand showing them the mask. Play video http://www.youtube.com/watch?v=h_0TAXWt8hY Ask them if they saw any of thesame comedic techniques in this video that was similar to the comedic techniques in The Three Stoogesclip. Discuss thesimilarities. !"#$% '(

6. Introduce the ideas of slapstick and improvisation. Ask, Who cares about improvisation? Brainstorm professions thatincorporate improvisation making a Popplet map.

7. Guest teacher: Daydrie Hague. Students will learn how to move their bodies to embody the characters. Students will learn toimprovise and delve into theworld of Commedia Delarte by performing skits. Assign students Commedia Dellarte characters.

Give students scenarios and students have to interact with one another in character. !"#$% ''(8. Add new ideas/connections to our mask web.

Lesson 6: Masks of Africa:Guiding Questions:What is a belief? What aspects of nature do many African cultures incorporate into their beliefsystems? Why do many people of Africa wear masks during spiritual ceremonies? Are the masks necessary? What are folktales, myths,and legends? Do you think every aspect of African culture is communicated through masks? How does communication provide a meansof understanding a cultures identity?

1. Teacher will read the West African tale,Anansi and the Moss-Covered Rock- retold by Eric A. Kimmel. Teacher will ask thestudents if they believe this story to be true? Students will define the meaning of folktales, myths, and legends. Explain tostudents that Anansi originates from the West African culture of Ashanti of Ghana.

2. Students will explore three West African Cultures: the Bambara of Mali, the Yoruba of Southwestern Nigeria, and the Ashantiof Ghana. Students will read two more myths: How Twins Came Among the Yorubaand The Ancient Myth of the Twi Wara

(the Bambara of Mali). !"#$% '(3. Students will then take virtual trips to online photo galleries and museums to see if they can find masks that represent any of

the spirits, gods, and characters in the story. If they think they find one, they will display the picture of the mask to the class

and elaborate on their reason in linking this mask to the myth or folktale. !"#$% ''( Resource links:

http://www.zyama.com/index.htmhttp://africa.uima.uiowa.edu/chapters/ http://www.artic.edu/aic/collections/afr

4. Add news ideas/connections to our mask web.

Lesson 7: Masks of AmericaGuiding Questions: How are masks important to you? How are masks important in American culture? In what ways doesunderstanding a cultures identity help you interpret the origin of rituals and traditions? How do we use masks in our culture and can wesee any relationships ortrends that are similar with other cultures? How do our ancestors still communicate to us today that help us tounderstand who we are and where we came from?1. Teacher will read the book, Behind the Mask by Yangsook Choi (A young boy begins to understand his grandfather through

learning about the culture his grandfathers mask).Ask: Do you think the young boy has a new appreciation for his grandfathersmask at the end of the story?

2. Students will answer the journal prompt: How are masks important to you?3. American traditions: Teacher will give a PowerPoint Presentation about the history of masks in America. (Why did we originally wear

masks on Halloween? Mardi-Gras, masquerade balls, circus etc.) !"#$% '(4. Students will add an additional section to our concept map on the wall about masks in America.5. Students will make connections between cultures, rituals, and traditions. Students will be given string and they will attach the string

onto the map on the wall by physically connecting categories on the map that are linked with string.

6. Students will be handed a large sheet of poster paper where they will work in groups of four to answer: In what ways does understanding a cultures identity help you interpret the origin of rituals and traditions?

How do we use masks in our culture and can we see any relationships ortrends that are similar with other cultures?

Lesson 8: The Masks We Wear:Guiding Questions:What is a metaphor? What does it mean to wear a metaphorical mask? Why do people feel the need to maskthemselves? How can we break down the barrier of masks? Is it necessary to mask yourself and when? Why is it important to revealyour true self? Is masking your true self ever warranted? 1. Upon entering the room, there will be quote posted on the walls in the room. The poem, Masks, by Shel Silverstein will be centered

in the middle of all of the poems. Students will be asked to write down the quote that speaks the most to them and explain why.


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2. Teacher will discuss a metaphor and students will have the opportunity to share their thoughts about the quotes.3. Socratic Circle: Students will answer the questions-

Why do people feel the need to mask themselves?

How can we break down the barrier of masks?

Is it necessary to mask yourself and when?

Why is it important to reveal your true self?4. Students will complete a graphic organizer about, Who I Am?5. Students will then students will write the characteristics from their graphic organizer on color scraps of paper. They will then Hodge

Podge the color strips onto their neutral masks in order to reveal who they are behind the mask.6. Students will choose a characteristic from their mask that they would like to physically embody through movement. Students will

perform, Who I Am? skits for one another. !"#$% ''(

Lesson 9: Why Masks Matter?:Guiding Questions:What practicing professionals find masks important? How are masks from the past still communicating to us today?How are masks from history found and handled? What materials are masks made from? How are masks displayed? How are exhibitsorganized?

1. Students will work in pairs to answer the question, Who care about masks? They will generate a list of 20 to 25 professionals thatcare about masks.

2. Teacher will inform students that three practicing professionals (museum curator, local artist, and an anthropologist) will be visiting usshortly either in person or via Skype. Students will have 15 minutes to generate 5 questions, they would like to ask each practicing

professional about their jobs and if they have any connections to masks. !"#$% ''(3. Students will visit career stations to see demonstration/presentation.!"#$% '( After each station, there will be a Question/Answer

segment. Students will have 25 minutes at each station. They will take notes, videotape, or record each session to obtain informationfor their PBL scenario. !"#$% ''(

4. After the practicing professionals leave, students will complete applications for the job of their choice and turn it into my box not laterthan Friday of that week.

Lesson 10 (Performance Task): The Language of Masks Exhibit:Guiding Questions:What skills do I need to make a mask? How can I communicate a cultures identity through creation of masks?

1. Give out rubric and discuss cultures they may choose. 2. Review PBL Scenario: In teams of three, create an art exhibit of 5-7 mask artifacts from theperspective of one culture.3. Review process of making mask: Guest teacher: Tracy Olenick- show strategies on mask making and samples of masks. !"#$% '(4. Other resources for mask making techniques: !"#$% ''(

http://www.youtube.com/watch?v=FCiYNE_hmNg http://artchoo.com/african-mask-project/

5. Assess finished exhibits using a scoring rubric. They will also display the exhibits in the spring art show.


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Definition

Purposes

Cultures

Masks


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Topic: Masks Grade Level: 5th

Lesson Length: 1 !HoursDiscipline(s):Art, History Instructor: Shelley W. Patterson

Content Knowledge/Standards Standards:

3rd- 5thGrades Technology # 10:Use digital environments to collaborate and communicate.

5


Identify societal values, beliefs, and everyday experiences expressedthrough works of art

Unit Conceptual Lens: Communication

Unit Essential Understanding(s): Students understand that communication is an importantaspect of a culture.

Unit Essential Question(s): Why is communication an important aspect of a culture?

Additional Concepts (this lesson): Culture

Guiding Question(s) for this lesson: What is communication? What are someunconventional ways to communicate? Can art communicate? What is culture? What arethe components that make up a societys culture?

AssessmentIn this lesson, students willKnow (content): Masks used tocommunicate in many cultures.Understand (concepts/big ideas):Communication is an important aspect ofculture, and communication oftenhappens through masks.Be able to (skills/processes): Brainstorm,categorize, generalize, and makeobservations

Preassessment: 1-2 weeks before students will complete a Frayer Model Diagram on theconcept of Masks.

Formative Assessment(s): Teacher observation of discussion and group participation,journal entry, Mask Gallery Walk graphic organizer, Padlet wall, exit slip

Post-assessment:Throughout the unit, we will keep a web about masks displayed on ourwall. As we learn new purposes for the mask, materials used, and cultural understandings -we will add it to our map.

Introduction Hook for this lesson:Upon entering the room, students will hear the song, Communication, by Mae. As thestudents sit, they will find a sheet of paper with the lyrics printed on them. I will direct thestudents to read the lyrics as we finish listening to the song. We will discuss the meaning of

the artists lyrics in verse 6.

Teaching Methods Direct Instruction

Concept Attainment

Cooperative Learning

Simulation

Lesson One

Introduction to the Unit


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Learning Activities 1. Brainstorming: Students will complete Concept Development Group Activity. Ingroups of four, students will brainstorm, examples of the concept ofcommunication onto a Padlet wall. They may represent the examples ofcommunication with words, symbols, and/or pictures. I will ask students to think ofunusual/unconventional ways we communicate to add to the wall, too.

What kinds of things communicate?

What is it about them that communicate? Can you think of nonliving things that communicate?

2. Categorizing: Once student groups have generated their list, I will ask them tocategorize the ideas into groups.

How would you categorize these ideas into groups?

Can you give each group a title?

Might some of your ideas fit into more than one group?3. Brainstorming: Students will begin the procedure again, but thinking of non-

examples. They will categorize the non-examples once they generate the list.

What are some things that do not communicate?

What evidence or proof do you have that these things do notcommunicate?

4. Generalizing: Finally, as a whole group, I will demonstrate how to write ageneralization about communication from our examples, categories, and non-

examples. Once I have demonstrated it, students will work in groups to writeadditional generalizations. We will record them onto our wall concept map aboutcommunication.

5. Teacher will ask question: What is a culture? What components make up aculture?Show the video.http://www.youtube.com/watch?v=fvdivB5kTUU

6. Making Observation/ Developing Hypotheses: Teacher will then reveal agallery of masks that are already hung (but covered up) in the room. Student willuse a graphic organizer and take a Mask Gallery Walk with a partner makingnotes about what culture, circumstance/purpose, and message they hypothesizethe mask is telling them. !"#$% '(

7. Debrief and add ideas to our wall web about Masks.8. Exit Slip: Can art communicate?

Resources Lyrics of Communication

Various printed pictures of Masks for Mask Gallery Walk

Recording sheet for the Mask Gallery Walk

Poster Paper

Products Padlet Wall with generalizations from concept attainment

Mask Gallery Walk graphic organizer

Exit Slip

Grouping Whole group: Discussion of lyrics, writing generalizations, debriefing/recording ideas ontoour wall mask webSmall group: Groups of 4:Concept Development Activity, Groups of 2:Mask Gallery

WalkIndividual: Journaling, Exit Slip

Extensions There will be a variety of extension links an interest center available for extension.

Extension Links: (discern before assigning these links to students- however, there aremany wonderful resources and activities provided)http://africa.uima.uiowa.eduhttp://www.mardigrasneworleans.com/news/news/mardi-gras-masks-are-tradition.htmlhttp://art.pppst.com/masks.htmlhttp://broadwayeducators.com/?p=1821


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http://polkmuseumofart.org/exhibitions/exhibition-development/http://www.greektheatre.gr/greek_theater_masks_2.html http://www.theplayersjournal.org/archive/using-the-mask/ http://ada201.weebly.com/uploads/5/6/9/6/5696091/masks_--_a_brief_history.pdfhttp://masksoftheworld.com/masks/http://www.brooklynkids.org/attachments/Masks_FIN.pdfhttp://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.04.x.html http://edsitement.neh.gov/lesson-plan/what-masks-reveal#sect-activities

http://art.pppst.com/masks.htmlhttp://cti.itc.virginia.edu/~bcr/studentwork/jones/shell.htmlhttp://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html http://asianhistory.about.com/od/arthistoryinasia/ss/KoreanMasks.htm http://australianmuseum.net.au/Masks-from-Melanesia http://natural-history.uoregon.edu/collections/web-galleries/native-american-masks-northwest-coast-and-alaskahttp://www.way-of-the-samurai.com/Samurai-Masks.html http://news.nationalgeographic.com/news/2014/06/140610-oldest-masks-israel-museum-exhibit-archaeology-science/ http://ngm.nationalgeographic.com/2012/04/african-masks/galembo-photography#/07-limba-devil-ghongorli-sierra-leone-670.jpg

Interest Centers:

Improvisational Center- a center will be available for students to work on theirimprovisational skills. There will be a collection of masks, character descriptions, scenarios,Readers Theatre scripts, Commedia Dellarte scripts for kids to practice their improv skills:http://www.pioneerdrama.com/SearchResults.asp?keywords=commedia&nns=on&size=1-35&time=15-120&nns=on

Peking Opera Mask Center: In this center, there will be videos of Peking Opera Maskperformances, as well as, a notebook (printed PowerPoint) of what all the various colors ofthe opera masks mean. Students will come to this center to make a Peking Mask torepresent their personal character traits. They will independently study the meaning behind

the colors, use the supplies (card stock, paints, etc). to create a mask, and a description ofwhy the colors were chosen.(Resource link: http://www.paulnoll.com/China/Opera/China-opera-colors.html )

Differentiation/Ascending Intellectual Demand

Throughout the unit, students will have opportunity to choose their practicingprofession, culture of focus, choice in presentation, and method of creating finalprojects.

Quotes, poetry, and literature will be of varying levels, so that all students can findliterature to work with on their independent level.

Student discussions will be scaffolded, and teacher can work with studentsindependently as needed.


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Hook:

As students enter the room, the song, Communication (by Mae), will be playing aloud. On each desk, I will have placeda printed copy of the lyrics. (As each student comes into my room) Boys and girls, please find your name plate andnotice there are a set of lyrics and a highlighter on your desk. Please take a moment and read over the lyrics as youlisten to the song play. You do not need your highlighter right now, we will use those in just a moment.

(Once the song has finished playing, I will say to my students-)In this song, the artist continuously sings aboutcommunication. Lets look back at the lyrics. Can you find and highlight the verse where, he says:

Communication is calling us, it's all in us,A celebration, for you and me, and the universe,Our destination, oh,

(How we find the answer)When we search beyond ourselves, you know we always learn(We've become so clever)Let our walls crumble and burn away,(We can change forever)Can we lend a better hand then the one that we've been?

What does the artist mean by, Communication is calling us, its all in is. A celebration, for you and me, and the universe,Our destination, oh, How we find the answer?I am going to give you about 3-4 minutes to turn and talk to your groupabout what you think the artist means by these lyrics. You may jot down its meaning on in the margins of the paper if youwould like. You only need one secretary to record the groups ideas, unless you have differing opinions. (I will set mytimer, which my students are accustomed to, and after 3-4 minutes, say:). Okay, boys and girls, what do you think the

artist meant?(Each group will have a representative read their responses).All of your responses are wonderful, this songmay have different meanings to different people. However, I agree with many of you that the artist was saying thatcommunication is a very important part of our everyday lives and not only for us, but he says for the universe. Look atwhat he says a moment later, How we find the answer when we search beyond ourselves, you know we always learn. Itis almost like the artist and I are kindred spirits, because I agree communication is a very important part of who we are,how we learn, and it tells us about things that are beyond our personal lives.

Concept Attainment:

Over the next several months, we are going to be exploring the world of communication, and how it plays a very presentand important part of our lives. Sometimes, we dont even realize how big of a role communication plays in our lives. But,

just think about it communication occurs in almost everything we do- ALL DAY LONG! Are there times when it ischallenging to communicate with others? When? Why?(Wait for responses.)You guys are right. Communication can bechallenging when you speak different languages or have other interferences.

I am going to divide you all into groups of four. I will come around and give you an animal. If you are a lion, go to table 1.If you are a monkey, go to table 2. If you are an otter, go to table 3. If you are a panda, go to table 4. If you are aparakeet, go to able 5. Finally, if you are a platypus, go to table 6. We are going to do an activity, where we are going tothink a little bit deeper about communication. Please choose one person in your group to be the secretary for this activity.Secretaries you will see that each group has a laptop and there is a web tool called Padlet pulled up on the screen. If you

Lesson One: Scripted

Introduction to the Unit


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will watch me, I am going to show you how to use Padlet. First of all, you can click anywhere on the wall of Padlet and avritual sticky note comes up. You are going to click on the wall, and in the first space, type in your groups animal name.Then, you are going to type in the box a response to the question (after you have discussed it as a group). I will bewalking around to listen to your discussions. I am only going to give you about 6-7 minutes complete this task, so stayfocused. Once your group has completed your sticky note, hit enter and it will show up on the SmartBoard. If you cannotsee someones sticky note come up, please refresh your computer, and it will pop up. You may also post pictures of your

ideas.(I will demonstrate as I talk, and it will show up on my SmartBoard)If you would like to add pictures, you need tomove your mouse on the bottom of the sticky note. Do you see the icon that looks like a figure eight with a line through it?If you want to add a picture to your wall, you may open the Google search engine, search for images you think illustratethe idea of communication, then click on the image, copy the url to the picture (not the site), and paste it into where thaticon is on the virtual sticky note. Just like this (I will add a picture of a music note.)Really awesome, isnt it? Rememberyou have to answer two parts. The prompt says if you had to define the word communication what would you say?What is communication? Make sure your whole group discusses the answers before typing it into Padlet. Any questions?You may start. (Probable responses: Communication is talking or sending a message to someone else. Communicationis how people transfer information through spoken language, etc.) Now, I will have posted an additional prompt. I see youall are posting some perfect examples. But, I want you to think a little deeper. What are some unusual or unconventionalways of communication? For example, does communication always happen through word of mouth? Can non-livingthings communicate, too? Give me some examples of nonliving things that communicate? (Allow time, 5 minutes, forstudent responses on Padlet wall.) Wow, you all have some great ideas of things that communicate. I think we are allstarting to understand why Mae describes communication as our destination, because it is a very important part of oureveryday lives and who we are, isnt it?

What I would like for you to do now, is to look at all of the examples of the Padlet wall. I would like for your groups to seeif you can create categories or groups for your examples and ideas to go into. You may use your ideas or borrow othersideas from the Padlet wall. You are not going to type this part into Padlet. You are going to categorize it onto a blanksheet of paper. You may want to make a graphic organizer to well, organize you ideas! For example, we have alreadytalked about how both living and nonliving things communicate. So, that would be two separate categories. I may putteachers, friends, animals, and family into the living category. Then, I could put books, computers, instruments, andmusic into another category titled- nonliving things. I would like for you to take five minutes with your group and see ifyou can think of additional categories. Understand? Okay, brainsTHINK! (Put five more minutes on my timer. Once timeis up, say:) Tell me some of your categories, and I will write them on this poster paper. (Some examples may be: art,language, writing, technology, body language, entertainment etc.)

Now, boys and girls, lets really see who wore their thinking caps today. Now, we are going to brainstorm some non-examples of communication. This one is going to be a little more challenging to answer. But, think of things that do notcommunicate? Ask yourself: What evidence do you have that these things do not communicate? For example, do allnonliving things communicate? I know this one is a little more brain boggling, but try to think of 5-6 non-examples andpost it onto our Padlet wall. I am going to give you 5-7 minutes. Ready? Begin. (I will start with five minutes and check in.If they need an additional two minutes, I will allot it to them.) Okay, by looking at your responses. I can see that most ofyou typed in objects that definitely do not communicate. What does this tell us about communication? (Wait forresponses). You are right most things communicate- that is why thinking of non-examples was more challenging. Arethere any subgroups or categories, we could place these objects in? (Wait for responses. I will list groups/categories onthe board).

Okay, the last task for us to do with these brainstormed ideas we have created is to use them to write generalizationsabout communication. You will use the categories/groups to write your generalizations, not the examples and non-examples. A generalization is a broad statement that can apply to many examples. For example, what broad statementcould I say about living and non-living things and communication? I could write (I will write this on the board as I say it-)Both living and nonliving things communicate. Does that apply to many examples? Yes! Okay, lets try one more. Lets


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use the category of entertainment. Who communicates through entertainment? You are right actors do, screen writers,musicians, and film directors. Good! Could we group them into people? Okay. So, could we say, People communicatethrough entertainment or Entertainment communicates peoples ideas? Now, I would like you to try to think of 3 or fourgeneralizations in your group. I am going to come around and give you a sheet of poster paper and a marker, so choosea new secretary to record your ideas. You will have about 7 minutes to do this activity. (I will start the timer for 7 minutes.At the end of the lesson, we will share our ideas. We will post them on the wall.) We are going to post our generalizations

on the wall. As we learn new ideas through this lesson, we are going to add to our wall. You will find throughout this unit,that lots of ideas are going to connect, so we may need to reorganize and create new groups or new generalizations.

Mask Gallery Walk:

Okay, everybody. We are going to shift gears for a moment. I am going to show you a video clip. As you watch this clip,you will see lots of diverse groups. As you watch, I want you to be thinking about the answer to these questions, What isculture? and What components mask up a culture?Show the video: http://www.youtube.com/watch?v=fvdivB5kTUU (After the video is over, say:) I just love that clip. The first time Iwatched it, I actually teared up. In this video, how did the different cultures communicate? Yes, dance. So, lets talk about

what we were supposed to think about. In this clip, could you tell there were cultures represented that were different fromyour culture and the culture of others in the video? So, what is culture? (Allow response time- teacher will write idea ontoposter paper). I can tell that you guys think a culture is what your wear, eat, believe, the house you live in, etc. So, whatcomponents mask up a culture? Lets try to group your ideas into larger categories. (Allow response time- teacher willwrite it on poster paper and add it to our wall).

In this unit, we are going to explore communication and culture through the topic of masks. Last week, when I gave you achart to fill out about masks, I see that most of you think masks are for scaring people on Halloween and to make horrorfilms. But, masks are actually present in almost every culture in the world. In fact, in the video we just watched there wereseveral masks shown, werent there? Everyone look around the room, do you see those black sheets of paper hangingup? In just a minute, I am going to assign you a partner, so you do not have to worry about finding one. Then, I am going

to uncover 12 masks that are used in cultures around the world, for differing purposes, and they all communicatesomething about their culture. You and a partner are going to make hypothesize about which culture you think the maskoriginated from, the purpose or circumstance in which the mask would be used, and the message you think it wouldsend. For example, do you think it sends a message of warning, honor, celebration, or humor? Many of these masks aregoing to look quite unusual to you, and right now you may not have a lot of schema about it, but you and your partner dothe best you can. You will have 30 seconds at each mask. Are you ready? (I will assign partners, give them a clip boardwith a graphic organizer attached. Students will take the Mask Gallery Walk and indicate ideas on their paper. Oncetime is up, I will say:) Okay, everyone- please find a seat anywhere in the room with your partner. Now, I am going towalk around the room, point to each mask, and you can tell me what you thought about it. I am not going to reveal theanswers to you today. We are going to actually study each of these masks, and at the end of the unit, I am going to letyou adjust your answers. I bet you are going to be surprised at how you will not only be able to tell me what culture eachmask comes from, but also how it communicates a message about the culture and who they are as a society. You do nothave to wait until the end of the unit to change your answers about these masks, as you learn, feel free to make newnotes. Please place your graphic organizer into you or your partners notebook, and we will revisit it as needed.

Debriefing:


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Wow, you all have discussed a lot about communication and culture. Do you all agree that communication is an importantaspect of a culture? Yes, I do, too. We are going to be exploring this concept more in depth each week. (I will post thisgeneralization on the wall).On this wall, I am also going to write the word, Masks. I have documented many of the ideasthat you discussed on your Frayer Models last week. Lets review many of your ideas. (Class discussion of ideas).As welearn new ideas through our investigation, it is very important that we document it on our wall. At the end of this unit, you

will be given the opportunity to act as a practicing professional and create an art exhibit to communicate what your havelearned about the cultures identity. (Give them the Unit Narrative and the Culminating Performance Task Assignment).We will talk more about the details of your final project, next week. However, it is important for you to understand that youare going to be conducting research and investigations throughout the next several months, which will help you with yourart exhibit. So, please make sure you are documenting new ideas on our class web a priority. Does everyoneunderstand? Please take these two forms home to share with your parents, and let them know that you many bringresources from home, however, the culminating task will be completed at school.

Unfortunately, it is about time to go. However, I have one last question for you to answer. I am going to come around andgive you a sticky note. On it, I would like you to answer the question, Can art communicate? Please make sure toelaborate on your answer and do not just write yes or no. Then, write your name at the top, and stick it on thelaminated poster paper for 5thgrade on your way out the door. I am so excited about this unit, and I hope you are, too. Iwill see you next week!


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5


Utilize the elements of art and principles of design and the structures andfunctions of art to communicate personal ideas.

5th

Grade Arts Education # 5:Identify societal values, beliefs, and everyday experiences expressed

through works of art


Unit Essential Understanding(s): Students understand that communication is an importantaspect of a culture.

Unit Essential Question(s): Why is communication an important aspect of a culture?

Additional Concepts (this lesson): Culture

Guiding Question(s) for this lesson: In what ways can you communicate without usingspoken language? Can you reveal a message while hiding? How do actors use neutralmasks in order to communicate more effectively to their audience?

AssessmentIn this lesson, students willKnow(content): Neutral masks are used intheatre and various cultures to communicatemore effectively.Understand(concepts/big ideas):Communication is presented in many ways andis an important aspect of culture.Be able to(skills/processes):Makeobservations, list attributes, expand onoriginality and elaboration, and engage inmetacognition.

Formative Assessment(s): Teacher observation of discussion and group participation ofcreative dramatics, journal entry

Post-assessment:Throughout the unit, we will keep a web about masks displayed on ourwall. As we learn new purposes for the mask, materials used, and cultural understandings -we will add it to our map.

Introduction Hook for this lesson:Class will read quote, The neutral mask can lead an actor to reject his habitual identificationin favor of a deeper, simpler understanding of his powers of expression . (By Philip Zarrilli)Class will discuss how when using masks you can no longer communicate with speech orfacial expressions, and therefore, you need to expand your vocabulary of what it means tocommunicate. You must focus on the most intricate movements of body language in order tocommunicate your message. The teacher will ask, In what ways can you communicatewithout using spoken language?

Teaching Methods Demonstration/Modeling

Topic: The Neutral Mask Grade Level: 5th Lesson Length:

45-60 minutesDiscipline(s):Art Instructor: Shelley W. Patterson

Lesson Two

The Neutral Mask


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Cooperative Learning

Coaching

Visualization

Learning Activities 1. Making Observations/Creative Dramatic (Warm-up): Students will work oncommunicating a message without any speech used. Students will be broken intotwo groups: Group A and Group B. One student from Group A will draw a wordfrom two separate bowls (one bowl containing adjectives, and the other containing

an animal). Then, Group A students will move throughout the room communicatingboth the adjective and the animal by transforming their body languagecommunicate the message while Group B students observe and take notes. Then,someone from Group B will draw an adjective/animal from the two bowls andmove throughout the space depicting that animal/adjective while Group Aobserves and take notes. (Example: ferocious dog, playful frog, or an injured fox).!"#$% '(

2. Listing Attributes/Creative Dramatic (Debriefing/ Process discussions):Students will sit in one large circle. We will discuss how is felt to participate in thewarm-up, how we utilized body language to help us communicate, and how itwould have been different if we were not allowed to use facial expressions tocommunicate the animal or activity. Teacher will ask the students to share some oftheir observations of what they saw as others communicated the messages.

3. Originality/ Elaboration/ Creative Dramatic (Dramatic Activity): Students will

learn how to communicate with masks in theatre using the neutral mask. Teacherwill ask students to think of cultures that may use a neutral mask. Do we ever seeindividuals using neutral masks in our culture? They will develop tableau usingneutral masks to perform for the class. In groups of 3-4 people, using the neutralmasks, create a frozen tableau, which expresses an emotional state (e.g. fear,pride, aggression, joy). Hold for a count of 5. Show the class. Discussion of whattableau they were showing, and what communicated the message. Create astatement of the exact opposite emotion (e.g. bravery, modesty, timidity, misery).Hold for a count of 5. Ask the class, What changed within the actors bodylanguage that communicated a new tableau? !"#$% ''(

4. Metacognition/ Creative Dramatic (Debriefing/ Journaling): Students will write intheir journals reflecting on how it felt to redefine communication by taking awayfacial expressions and communicating solely through their bodies. Answer the

questions: 1). How did using a neutral mask help you communicate your tableaumore effectively? 2). How did wearing the mask pose challenges for you interms of communicating to your audience? 3). Can you reveal a message whilehiding?

5. Debrief the day: Add new ideas/connections to our mask web.

Resources Laminated Animal Charade Cards

Laminated Adjective Cards Laminated Tableau Cards

Products Journal Entry

Grouping Whole group: Creative Dramatic Warm-up, Debriefing process discussionsSmall group: Creative Dramatic Tableau (groups of 3-4)

Individual: Journaling


Extension Links: (discern before assigning these links to students- however, there aremany wonderful resources and activities provided)http://africa.uima.uiowa.eduhttp://www.mardigrasneworleans.com/news/news/mardi-gras-masks-are-tradition.htmlhttp://art.pppst.com/masks.htmlhttp://broadwayeducators.com/?p=1821http://polkmuseumofart.org/exhibitions/exhibition-development/


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http://www.greektheatre.gr/greek_theater_masks_2.html http://www.theplayersjournal.org/archive/using-the-mask/ http://ada201.weebly.com/uploads/5/6/9/6/5696091/masks_--_a_brief_history.pdfhttp://masksoftheworld.com/masks/http://www.brooklynkids.org/attachments/Masks_FIN.pdfhttp://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.04.x.html http://edsitement.neh.gov/lesson-plan/what-masks-reveal#sect-activities http://art.pppst.com/masks.html

http://cti.itc.virginia.edu/~bcr/studentwork/jones/shell.htmlhttp://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html http://asianhistory.about.com/od/arthistoryinasia/ss/KoreanMasks.htm http://australianmuseum.net.au/Masks-from-Melanesia http://natural-history.uoregon.edu/collections/web-galleries/native-american-masks-northwest-coast-and-alaskahttp://www.way-of-the-samurai.com/Samurai-Masks.html http://news.nationalgeographic.com/news/2014/06/140610-oldest-masks-israel-museum-exhibit-archaeology-science/ http://ngm.nationalgeographic.com/2012/04/african-masks/galembo-photography#/07-limba-devil-ghongorli-sierra-leone-670.jpg

Interest Centers:

Improvisational Center- a center will be available for students to work on theirimprovisational skills. There will be a collection of masks, character descriptions, scenarios,Readers Theatre scripts, Commedia Dellarte scripts for kids to practice their improv skills:http://www.pioneerdrama.com/SearchResults.asp?keywords=commedia&nns=on&size=1-35&time=15-120&nns=on

Peking Opera Mask Center: In this center, there will be videos of Peking Opera Maskperformances, as well as, a notebook (printed PowerPoint) of what all the various colors ofthe opera masks mean. Students will come to this center to make a Peking Mask torepresent their personal character traits. They will independently study the meaning behindthe colors, use the supplies (card stock, paints, etc). to create a mask, and a description of

why the colors were chosen.(Resource link: http://www.paulnoll.com/China/Opera/China-opera-colors.html )



Quotes, poetry, and literature will be of varying levels, so that all students can findliterature to work with on their independent level.

Student discussions will be scaffolded, and teacher can work with studentsindependently as needed.


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THINKING SKILL # 1: CREATIVE DRAMATICS

Hook:Class will read quote, The neutral mask can lead an actor to reject his habitual identification in favor of a deeper,simpler understanding of his powers of expression. (By Philip Zarrilli) Class will discuss how when using masksyou can no longer communicate with speech or facial expressions, and therefore, you need to expand yourvocabulary of what it means to communicate. You must focus on the most intricate movements of body languagein order to communicate your message. The teacher will ask, In what ways can you communicate without usingspoken language? Teacher will record their answers on poster paper.

Warm-Up Activity:

Okay, boys and girls Now that we have come up with this list of ways people communicate beyond spokenlanguage, we are going to delve a little deeper into the idea of using body language to communicate. As you see

in my hand, I am holding a mask. How would you describe this mask?Teacher will wait for students to respond.You are exactly right! This mask is plain and boring. In theatre, many actors and actresses use this mask to trainthemselves how to communicate more effectively on stage. Now, we are not going to use the neutral mask rightaway, because I first want you to make observations about how we use our facial expressions to communicatemessages without using spoken language. We are going to participate in creative dramatics today. I know forsome of you it is going to push you outside your comfort zone, but I think if you just focus on the task it willbecome easier as you go. When you are participating in creative dramatics, you are going to use something calledimprovisational skills- in the entertaining world many call it improv. What that means is that there is not a rightanswer or a script, you have to use your imagination and visualize what you would think you should do and then,physically embody what you have envisioned. We have already participated in some forms of creative dramaticsthis year, but today I am going to introduce you to a new activity. First of all, I am going to split everyone into two

groups: Group A and Group B.Teacher will walk around and assign each student a group. Here is what is goingto happen: First Group A will participate in creative dramatics, while Group B observes and takes notes about howthey see their classmates communicating a message. Now, do not worry about anyone mocking you or teasingyou, because we are all a family and we are going to respect and support each other. Plus, the roles will reversein a minute, and I know that they will want the same respect when it is their turn to practice imrprov. One personfrom Group A will come up two the two jars on my desk. In one jar, there are cards of pictures of animals, and inthe other, there are adjectives written on them. What the leader will do is choose two cards, read them, and thenshare the cards with the group. For example, they may pull out a picture of a penguin and the adjective lonely.Once, everyone in the group understands the two words the leader pulled from the jar, it is their job to transforminto the phrase (i.e. lonely penguin). Once they transform their face and body, they must move throughout thespace while Group B observes what they see, as well as, writing down guesses about what adjective/animal they

are embodying. So, actors you may ask yourself How would this animal move normally? How would theymove if they were lonely? How do I need to manipulate my body and face to take on that character I am trying toplay? How should I interact with other animals that feel this same way? Remember you CANNOT use spokenlanguage or even sound effects. You must communicate to Group B who you are completely usingunconventional methods of communication. Once Group A has had ample time to move through the space, wewill reverse roles. We will do this process a couple of times, so that you may have opportunity to observe severaltimes. You guys ready? Group B get your journals ready. Group A, go to my desk area to draw youradjective/animal.After each group has gone at least twice. Great work boys and girls. I, too, was jotting down


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what I saw in terms of communication. Everyone, please grab your journals and lets form a circle in the middle ofthe space. Everyone may sit where you are.

Debriefing:Who would like to start off by sharing how it felt to participate in communicating without using spoken language? Student responses.What did you have to rely on to communicate your animal character?Student responsesDid

the spectators have trouble figuring out who you were?Student responses Now, lets see if we can make a list ofwhat we observed the actors doing as they moved through the space?Students will share observations whileteacher documents them on poster paper. Great! You all made lots of observations. You all noticed what I did.Without language, you heavily have to rely on movements of the eyes, face, and body. When you take awaylanguage, you notice more of the micro-movements of the actor. I noticed I was definitely keying into peopleseyes. But, what if I took your facial expressions away, too? How might that present even more challenges? Whatmight you all have done differently?Student responses.

Creative Dramatic Tableau:Teacher will go and retrieve the neutral masks and pass one out to each child. I would like all of you to take aminute and look at the mask in your hand. Earlier, you described the mask as plain and boring, but many actors

and actresses use these masks to communicate more effectively on stage. What sort of challenges would usingthese masks present? And, how would it Help actors? Student responses. Well, these masks have a name- it iscalled the neutral mask. What makes it neutral? You are right! They do not show any expression or emotion. Theyare neutral- which means neither happy, sad, worried, scared, or dumbstruck. Can anyone think of a culture oreven a time in our culture when you have seen a mask like this used? Yeah- Jason on Halloween has a sort ofneutral mask. I think that is what makes him so creepy. But, think about mimes. No- they do not technically wear amask. But, they paint their faces white and often do not show facial expressions. Believe it or not, I have trainedusing neutral masks. I actually have a degree in theatre, and when I was studying to become an actress I hadchallenges morphing my body into a new character. I want you guys to think for a second. If you were in Walmartand you saw a women walk in, but you couldnt see her face- but, you KNEW it was your grandmother. How didyou know? Believe it or not, we memorize each others body movements. When you are trying to become a new

character, it is challenging to transform the way you normally move into the way a new character moves. Oftentimes, we think if we have a grumpy face- then, people understand we are grumpy. But, if you are truly grumpydoes just your face change? No way! Your entire body morphs. Right? So, today we are going to see why somany cultures on stage and off stage use masks for this purpose to reveal messages in unique ways. I am goingto divide you into groups of four. Do not worry, because I have already designated the groups. In this group, youare going to be given two words that have opposite meanings. In your group, you are going to create two separatetableaus.Teacher will write tableau on the board.A tableau is a dramatically striking scene. So, you and yourgroup are going to have to put on your neutral mask and convey the message of the first word by creating afrozen dramatic scene. You will have to put great emphasis on body language to convey the message. But, once Isay freeze- You may not move. It has to be a frozen dramatic scene. You will hold the first scene for 5 seconds,and then when I say scene two- you will slowly move into you second scene to portray the opposite meaning.

Again, no movement is allowed once I say freeze. After each group goes, we will stop for a moment to discusswhat we observed, how their body movement made an impact, and how we saw their body language changewhen the message changed. Does everyone understand what to do? I will give you 10 minutes to work in yourgroups to brainstorm and practice your two tableaus, and then we will return to our circle. I will be walking aroundto coach anyone that is having a stumbling block. Any questions?Teacher divides them into groups and passesout tableau cards. After 10 minutes, okay boys and girls, time is up. Please return to the circle and group 1 comeinto the center to perform. Everyone, please pay close attention to how they use their bodies to communicate inthe tableau scenes. Also, does the neutral mask assist you into paying closer attention to body language both asthe actor and audience?Each group will perform and discussions will take place.


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Journaling:You guys have done a wonderful job today! I could see that several of you had a moment where you feltuncomfortable throughout this process, but I am proud of you for pushing through and having new experiences.

What I would like for you to do now is to collect your journal. I want to reflect on what we have done today, andabout what we have learned about communication. On the board, I have written several questions to probe yourmind. I would like you to read the questions, and choose two to respond to in your journals. Try to think about yourprocess of thinking today and what steps you had to go through when answering these questions. Once you arefinished, please leave your journal on your desk for me to read if you would like to share. You may eitherparticipate in one of the interest centers or complete minute minders on my board if your finish early. I hope youare as excited as I am about this unit on masks. I cannot wait for you to see what wonderful things you will belearning about in the next few weeks.

Students will write in their journals reflecting on how it felt to redefine communication by taking away facialexpressions and communicating solely through their bodies. Answer the questions: 1). How did using a neutralmask help you communicate your tableau more effectively? 2). How did wearing the mask pose challenges for

you in terms of communicating to your audience? 3). Can you reveal a message while hiding?


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Topic: Masks of Ancient Greece Grade Level: 5th Lesson Length:

60-80 minutesDiscipline(s):Art, History Instructor: Shelley W. Patterson


5th

Grade Arts Education # 5:Identify societal values, beliefs, and everyday experiences expressedthrough works of art

8

thGrade ALCOS # 1:

Explain how artifacts and other archaeological findings provide evidence ofthe nature and movement of prehistoric groups of people.

8th

Grade ALCOS # 4:Identify cultural contributions of Classical Greece, including politics,

intellectual life, arts, literature, architecture, and science. 3rd- 5thGrades Technology # 8:

Collect information from a variety of digital sources.


Unit Essential Understanding(s): Students understand that communication provides ameans of understanding a culture's identity.

Unit Essential Question(s): How does communication provide a means ofunderstanding a cultures identity?

Additional Concepts (this lesson): Cultures Identity

Guiding Question(s) for this lesson: How does the construction of a mask help theaudience interpret different meanings? Why were masks so important in Ancient Greektheatre? How do the masks of Ancient Greek theatre help us to understand the genderroles in their society? What do the masks of Ancient Greek theatre communicate aboutsocietal traditions and rituals during that time in history? How do the masks of AncientGreece help communicate its cultures identity?

AssessmentIn this lesson, students willKnow(content): The Ancient Greek Cultureused masks in theatre performances tocommunicate the character, purpose, andmeaning of the play.

Understand(concepts/big ideas):Communication provides a means ofunderstanding a cultures identity.Be able to(skills/processes):Compare andcontrast, see relationships, and makedecisions.

Formative Assessment(s): Class discussion of Theatre of Dionysus, Venn-diagram, an3-2-1 Exit Slip

Post-assessment:Throughout the unit, we will keep a web about masks displayed on ourwall. As we learn new purposes for the mask, materials used, and cultural understandings

- we will add it to our map.

Introduction Hook for this lesson: Students will look at a picture of Theatre of Dionysus. Groups offour will have a discussion of How theatres have changed over time?

Teaching Methods Cooperative Learning

Masks of Ancient GreeceLesson Three


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Strategy-Based Instruction Independent Investigations

Learning Activities 1. Comparing and Contrasting: Students will research the use of masks in AncientGreece theatre. While researching, they will use a Venn-Diagram to compare andcontrastthe purpose, design and structure of masks for use in comedy vs. tragedyvs. chorus masks. (Suggested site:

www.richeast.org/htwm/Greeks/theatre/actors.html !"#$% '(2. Seeing Relationships/ Decision Making: Once students have an understanding for

how Ancient Greek theatre masks were used for communication, teacher will handeach group envelopes of pictures of Ancient Greek Mask and a compilation ofmodern poems. Students will read the poems and choose appropriate masks thatactors may have worn if this poem was performed in the Theatre of Dionysus during

Ancient Greek times. !"#$% ''(3. Debrief the day: Add new ideas/connections to our mask web.4. 3-2-1 Exit Slip: Tell me Three things you know, Two things that surprised you, a

and one question you have about Ancient Greek Masks.

Resources Picture of Theatre of Dionysus

Venn- Diagram Graphic Organizer

Modern Poems

Assortment of pictures of Ancient Greek Masks

Products Venn- Diagram

3-2-1 Exit Slip

Grouping Whole group: Adding ideas to the Mask WebSmall group: Discussion of Theatre of Dionysus (pairs), Matching theatre masks tomodern poetry (groups of 4), Venn-Diagram Activity (groups of 4)Individual: 3-2-1 Exit Slip


Extension Links: (discern before assigning these links to students- however, there aremany wonderful resources and activities provided)http://africa.uima.uiowa.eduhttp://www.mardigrasneworleans.com/news/news/mardi-gras-masks-are-tradition.htmlhttp://art.pppst.com/masks.htmlhttp://broadwayeducators.com/?p=1821http://polkmuseumofart.org/exhibitions/exhibition-development/http://www.greektheatre.gr/greek_theater_masks_2.html http://www.theplayersjournal.org/archive/using-the-mask/ http://ada201.weebly.com/uploads/5/6/9/6/5696091/masks_--_a_brief_history.pdfhttp://masksoftheworld.com/masks/http://www.brooklynkids.org/attachments/Masks_FIN.pdfhttp://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.04.x.html http://edsitement.neh.gov/lesson-plan/what-masks-reveal#sect-activities http://art.pppst.com/masks.htmlhttp://cti.itc.virginia.edu/~bcr/studentwork/jones/shell.htmlhttp://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html http://asianhistory.about.com/od/arthistoryinasia/ss/KoreanMasks.htm

http://australianmuseum.net.au/Masks-from-Melanesia http://natural-history.uoregon.edu/collections/web-galleries/native-american-masks-northwest-coast-and-alaskahttp://www.way-of-the-samurai.com/Samurai-Masks.html http://news.nationalgeographic.com/news/2014/06/140610-oldest-masks-israel-museum-exhibit-archaeology-science/ http://ngm.nationalgeographic.com/2012/04/african-masks/galembo-photography#/07-limba-devil-ghongorli-sierra-leone-670.jpg

Interest Centers:


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Improvisational Center- a center will be available for students to work on theirimprovisational skills. There will be a collection of masks, character descriptions,scenarios, Readers Theatre scripts, Commedia Dellarte scripts for kids to practice theirimprov skills:http://www.pioneerdrama.com/SearchResults.asp?keywords=commedia&nns=on&size=1-35&time=15-120&nns=on

Peking Opera Mask Center: In this center, there will be videos of Peking Opera Maskperformances, as well as, a notebook (printed PowerPoint) of what all the various colors ofthe opera masks mean. Students will come to this center to make a Peking Mask torepresent their personal character traits. They will independently study the meaningbehind the colors, use the supplies (card stock, paints, etc). to create a mask, and adescription of why the colors were chosen.(Resource link: http://www.paulnoll.com/China/Opera/China-opera-colors.html )



Quotes, poetry, and literature will be of varying levels, so that all students can

find literature to work with on their independent level. Student discussions will be scaffolded, and teacher can work with students

independently as needed.


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Topic: Masks of China Grade Level: 5th Lesson Length:

50-60 minutesDiscipline(s):Art, History, Technology Instructor: Shelley W. Patterson


8th

Grade ALCOS # 12:Describe China's influence on culture, politics, and economics in Japan,and Southeast Asia.

5

thGrade Arts Education # 5:Identify societal values, beliefs, and everyday experiences expressedthrough works of art

3rd- 5thGrades Technology # 12:

Create a product using digital tools. 3rd- 5thGrades Technology # 8:

Collect information from a variety of digital sources.


Unit Essential Understanding(s): Students understand that communication provides ameans of understanding a culture's identity.

Unit Essential Question(s): How does communication provide a means of understandinga cultures identity?

Additional Concepts (this lesson): Cultures Identity, Celebrations, Rituals, and

Ceremonies

Guiding Question(s) for this lesson: What are celebrations? What are rituals?How didChinese culture incorporate masks in their beliefs, celebrations, rituals, and ceremonies?What do these masks tell us about Chinese culture?

AssessmentIn this lesson, students willKnow(content): Masks are an extremelyimportant part of communication in Chineseculture, and they are intertwined throughout theculture revealing much about the culturesidentity. Masks are used for very specific

purposes in Chinese culture, and various

masks have differing purposes.Understand(concepts/big ideas): Masks areused to communicate Chinese beliefs,celebrations, rituals, and ceremonies, whichhelps us to understand their cultural identity.Be able to(skills/processes):Identifycharacteristics, judge essential and incidentalevidence, judge the accuracy of information,summarize, and create an original product.

Formative Assessment(s): Observations of group discussions and research, discussionsof information gathered on the graphic organizers and iFunFace Animations

Post-assessment:Throughout the unit, we will keep a web about masks displayed on ourwall. As we learn new purposes for the mask, materials used, and cultural understandings- we will add it to our map.

Introduction Hook for this lesson: Upon entering the room, an animated mask will be talkingto the students explaining a brief history of the importance of masks in Chinese

Lesson Four

Masks of China


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culture. At the end of the animation, the mask will then tell the students which groupsthey are working in and give them directions.

Teaching Methods Demonstration/Modeling Cooperative Learning Independent Investigations

Learning Activities 1. Identifying Characteristics/Judging Essential and Incidental Evidence,Juding the Accuracy of Informaiton: Students will jigsaw the purpose andcultural meaning behind various Chinese masks (exorcising masks, Tibetanmasks, sorcerers' masks in Yunnan and Guizhou, Shamanic masks anddramatic masks etc.) Students will first organize into five separate expertgroups studying the sub-categories listed above. They will fill out a graphicorganizer about their mask, its purpose, and how it was used to communicate

within Chinese cultural. !"#$% '(2. Summarizing: Students will use the information from the graphic organizer to

write an informative paragraph about their mask in their journal.3. Creating: Students will remain in their expert groups, and use the App

iFunFace to capture photographs of Chinese masks, animate the masks totalk, and then record the information they have learned about their mask.!"#$% ''(

4. Then, students will take their individual animations back to secondary groups,

and share their expertise with new group. Students will document what theylearned on their graphic organizers, and glue them in their notebooks.

5. Debrief the Day: Add new ideas/connections to our mask web.

Resources iPads

iFunFace App downloaded for each iPad

Graphic organizer

Research materials/ sites about exorcising, Tibetan, sorcerer, shamanic masks,and dramatic masks: http://traditions.cultural-china.com/en/16T34T135.htmlhttp://traditions.cultural-china.com/en/16T34T135.html(BE DISCERNING WHEN GATHERING THESE MATERIALS)

Products iFunFace animations

Completed graphic organizer

Informative Paragraph in Journal

Grouping Whole group:Adding new ideas to our Mask WebSmall group: Jigsaw (groups of 4-5)Individual:Actual construction and sharing of iFunFace animations

ExtensionsExtension Links: (discern before assigning these links to students- however, there aremany wonderful resources and activities provided)http://africa.uima.uiowa.eduhttp://www.mardigrasneworleans.com/news/news/mardi-gras-masks-are-tradition.htmlhttp://art.pppst.com/masks.htmlhttp://broadwayeducators.com/?p=1821http://polkmuseumofart.org/exhibitions/exhibition-development/http://www.greektheatre.gr/greek_theater_masks_2.html http://www.theplayersjournal.org/archive/using-the-mask/ http://ada201.weebly.com/uploads/5/6/9/6/5696091/masks_--_a_brief_history.pdfhttp://masksoftheworld.com/masks/http://www.brooklynkids.org/attachments/Masks_FIN.pdfhttp://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.04.x.html http://edsitement.neh.gov/lesson-plan/what-masks-reveal#sect-activities http://art.pppst.com/masks.htmlhttp://cti.itc.virginia.edu/~bcr/studentwork/jones/shell.htmlhttp://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html http://asianhistory.about.com/od/arthistoryinasia/ss/KoreanMasks.htm


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http://australianmuseum.net.au/Masks-from-Melanesia http://natural-history.uoregon.edu/collections/web-galleries/native-american-masks-northwest-coast-and-alaskahttp://www.way-of-the-samurai.com/Samurai-Masks.html http://news.nationalgeographic.com/news/2014/06/140610-oldest-masks-israel-museum-exhibit-archaeology-science/ http://ngm.nationalgeographic.com/2012/04/african-masks/galembo-photography#/07-limba-devil-ghongorli-sierra-leone-670.jpg

Interest Centers:

Improvisational Center- a center will be available for students to work on theirimprovisational skills. There will be a collection of masks, character descriptions,scenarios, Read

unit on masks shelley w. patterson 2014

Documents