Making a Mask
Making a mask is a fantastic way to begin exploring the history and use of masks in different cultures around the world - from the fierce tribal masks of Africa to the lavish designs of the Venetians.
Mask making also has strong links with other art forms, including drama, dance, music and a range of visual and theatrical arts.
Learn how to design and make a papier-mâché mask over six fun-filled lessons.
Teacher Pack
The Teacher Pack below contains all the lesson plans associated with this course as a single downloadable document.
All other activity sheets and course materials can be downloaded through the Lessons Tab.
The Curriculum Alignment document below maps this course against the Australian Curriculum.
Tips for teachers
Advantages of using masks
Finding a universal language
As many cultures in the world have a masking tradition, a mask is something that all students, no matter what their background, will recognise. Your class could discuss how masks are used in different cultures and countries around the world, helping to highlight similarities and differences between cultural traditions.
As we cannot speak when performing in a mask, the need for verbal language
is replaced with the need to communicate using body language. Students are encouraged to use gestures and movements to communicate. This helps to engage students who have less confidence expressing themselves verbally.
Mask making is a demonstrative activity, with students following visual cues to complete each step in the process. This means that students with any level of English proficiency are able to easily follow and complete the mask-making process.
Branching across the arts
Mask work is not exclusively a visual art form. Once created, masks can be used in the performing arts, such as drama or dance. This makes mask work a tool that can be used in a variety of ways to broaden the scope of an arts project.
Ownership
By making masks and performing in them, students are able to cultivate a real sense of ownership over their artistic creations. This helps to build self-confidence and pride as their artistic creations are put to practical use.
Tips for maximising outcomes
When taking students through the mask-making process, make sure to complete one step at a time. Gather all students around you and demonstrate the step clearly. When you model each step or action, students are more likely to understand what is required of them.
When taking students through the mask-decorating process, display a large range of materials on a table for students to choose from, allowing them to explore a variety of materials and ideas.
When painting details and fine lines, remember students need to use water to taper the paintbrush hair for better control.
Limit the use of glitter. Sequins are a great craft source.
Posca markers are excellent for drawing thick, strong lines.
Ensure students are aware of safety precautions when using hot-glue guns. These need to be turned on for about 5 minutes before they are hot enough to adhere properly. Hot glue becomes hotter the longer it stays on. Put a piece of paper under the glue gun when heating to catch drips.
During your mask-making lessons hang pictures of masks around the room for students to look at and play music from cultures that are well known for their mask-making traditions (eg African drumming, Carnevale music). You never know what might help a student to find their mask character.
Make sure all students at the same stage of the mask-making process before continuing. Students who finish quickly can help others. This will prevent students from rushing ahead and making mistakes because they want to be the first finished. It will also allow the class to work well as a team, helping each other to move forward together.
Carnivale: An annual festival held in Brazil forty days before the beginning of easter. Participants parade through the streets dancing and singing and wear colourful masks and costumes.
Cultural traditions: Events, customs and rituals that a society, community or cultural group share.
Papier Mache: An art process where you rip a piece of paper into small pieces and then apply as a layer to another surface with glue. When dry, papier mache is a strong and hardy surface.
Plaster of Paris: A powder based material that, when mixed with water will form a paste like substance that dries hard over a period of 72hrs.
PVA: A glue or adhesive substance used in crafts.
This is a valuable resource for the Visual Arts curriculum for the lower secondary years, with relevance to content descriptions in both the Making and Responding strands. The learning activities provide opportunities for students to develop skills in creating a mask and shaping this mask to communicate ideas. As well as students reflecting on their own artworks, it also emphasises researching masks and the various cultural and historical traditions that influence the appearance of different types of masks. The resource has significant pedagogical value for teaching and learning in the Visual Arts curriculum. The video provides clear demonstrations and the accompanying learning activities are scaffolded to help students appreciate the cultural significance of masks, while the activity sheets provide a framework for students to be creative in interpreting and making their own masks. There are opportunities for students to collaborate in pairs or small groups and to share their ideas with the class. The activities can also contribute to students developing the general capability Intercultural understanding. The resource incorporates the interrelated organising elements of Intercultural understanding through the research of masks from different cultures and an examination of the historical and cultural influences of mask design and of commonalities and differences among cultural traditions. The resource may also be relevant to the Information and communication technology capability, particularly Investigating with ICT, through the use of the internet to research masks.
Produced by The Song Room with Fleur Hockey, with support from Education Services Australia on behalf of the Department of Education, Employment and Workplace Relations
Additional Documentation by Bec James
Video created by X:MACHINE Productions
Additional Images by Fleur Hockey
References
Braverman, A 2006,
Transformation Mask (ca. 1880 Kwakiutl, Vancouver Island, British Columbia, Canada, Smithsonian Institution),
online image, Flickr, viewed January 10 2013, http://www.flickr.com/photos/theheartindifferentkeys/3976311073/in/set-72157606075898211.
Braverman, A 2008,
African Heart Mask,
online image, Flickr, viewed January 10 2013, http://www.flickr.com/photos/theheartindifferentkeys/2653869872/.
Braverman, A 2008,
Mask of Deity (100-600AD Moche, Larco Museum, Lima, Peru),
online image, Flickr, viewed January 10 2013, http://www.flickr.com/photos/theheartindifferentkeys/3977052488/in/set-72157606075898211/.
Braverman, A 2008,
Persian Mask Hexagon Eyes, Mouth Covered (16th C),
online image, Flickr, viewed January 10 2013, http://www.flickr.com/photos/theheartindifferentkeys/2653063985/ in/photostream.
Neil, R 2011,
New Ireland Mask,
online image, Flickr, viewed January 10 2013, http://www.flickr.com/photos/islespunkfan/6675432935/.
Learning Focus
Students research and learn about the different types of masks and mask-making traditions.
Images
Learning Focus
Students plan and design their mask including the materials and techniques they will use.
Learning Focus
Students make a plaster mask mould to construct their clay/papier-mâché mask on (continued in lesson four/five).
Learning Focus
Students create the clay base for their mask (continued in lesson five).
Learning Focus
Students papier-mâché their mask.
Learning Focus
Students add reinforcement to their papier-mâché mask.