Venetian Masks

Adapted by: Rachel Battaglia

Media: Ceramics and mixed media Grade Level(s): 4th grade and upEstimated Class Time: 3 (60 minute classes)

Learning Statement Paragraph –

This lesson is to learn about the history behind the Venetian Carnival. Students will learn about the different costumes and masks that people wore during Carnival. They will also learn how Carnival has evolved over time. Students will learn how the creative process works through drawing their own Venetian Mask designs. Students will learn about the different prosperities of clay through creating Venetian Masks. These masks will be hung on walls or placed on counters. Students will be asked if they were any masks and if so what for.

State Benchmarks and Standards –

ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences.

ART.I.VA.EL.2 Use art materials and tools safely and responsibly.

ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork.

ART.I.VA.M.3 Select and use the visual characteristics and organizational principles of art to communicate ideas.

ART.III.VA.M.3 Describe how materials, techniques, technology, and processes cause responses.

Context-Background Information – Students will learn about texture and different ways to make texture. They will also learn about slipping and scoring. Through this lesson students will know what a kiln is and how their wet clay becomes hard.

Students will learn about Carnival and how people disguised themselves during this celebration:This religious celebration is a time before Lent where people fest upon meats and sweets. Carnival comes from the Italian words that mean to remove meat (Twilight Blue). People come from all over dressing in masks and costumes to party in the streets. Carnival became a tourist attraction, for “Wealthy Northern Europeans,” in the 17th century. During Carnival masks were worn to hide social class. The rich and poor could celebrate together without knowing who was who (Twilight Blue). Not only were masks worn for Carnival, they were worn most days of the year. It was a way to equalize the social classes. Venetian masks were originally made out of Paper Mache (Mithra).

Materials – Sponges

Slab rollerMask examples

Clay Wire cutterPin toolsBoardsPosterScissorsPicture examplesNewspapersFeathersGlitterSequinsGlueGlitter GlueMetallic PaintGlitter Paint(Red, White, Gold, Black, Purple and Golden rod in for colors)Computer/projectorSlipWater containersPencilsErasersJournalsComputer paperAprons Paintbrushes: big and smallSufle cups and lids

Process – Pre Class 1: Set up projector and computer for power point. Set up journals, pencils and erasers at every table. Set up slabs on boards on prep table Have texture tools at the middle of every table with, sponges, water and slip under paper

Class 1:

Discussion: What are masks? What are they used for? Give power point Answer any questions that may arise Pass around a small chunk of clay for each student, so they understand what clay is like Do clay demonstration that includes texture demonstration Have students draw Venetian Masks to the size they want theirs to be. Have students get the okay from me to start cutting out their template Pass out clay slabs to students:

o Process1. Have student place their mask cut out on top of the clay2. Take pin tool and trace the mask3. Take pin tool and cut the clay through to the other side.4. Take paper off the clay

5. Roll up newspaper in the shape a face (oval like)5. Place mask on top of newspaper lining up where the eyes should be6. Begin adding texture and designs to the mask7. Make holes on the sides of the mask, where the ribbon will go.8. Students will carefully wrap their masks in plastic for further 9. Students will clean tools and put everything back in containers10. Students will wipe down tables

Class 2: Review the concept of texture. Ask questions about masks that shows students were listening Work time, students will continue where they left off. Clean up Introduce the different clay phases

Class 3: Review Carnival and bisquing process Give painting and gluing demo Students begin by painting and decorating masks Clean up

Evaluation – Students will be evaluated slipping and scoring. Students will also be evaluated on how similar their mask is to the mask type they choose to make. Students will also need to make traditional Venetian styled masks.

Rubric – Great – Students used Venetian mask style. Students cleaned up materials. Students used glue properly and nothing fell off mask. None of the added texture is falling off. The clay edges are smooth.

Good – Students cleaned up most materials. Students followed the traditional styles of masks to make their own. Some things that were slipped and scored did not stay on. Most clay edges are smooth.

Poor – Students did not make a traditional Venetian Mask. Students did not follow directions, nor did they clean up. Paint was not used on the mask. Few clay edges are smoothed out, if not at all. Embellishments are sloppy.

Adaptation for ADHA=D/ADD Students (Raj*):

Identify Student/ Collected Student Data - Raj usually starts a new task before completing the first one. Raj has trouble sitting still. This student usually does things without thinking about the consequences. Raj has trouble waiting to be called on, he often blurts out the answer to a question before hearing the whole question. Student A may seem like his is not paying attention and may seem like he does not care about the task at hand.

Research Student Disability - Attention Deficit Hyper Activity Disorder is condition in which one has trouble sitting still. Attention Deficit Disorder is a condition in which a child or adult has trouble staying focused. These things can cause the ADD/ADHD person to not to finish things. Persons with ADD usually start new tasks before completing the first one. These people usually do things without thinking about the consequences. ADHD individuals have trouble waiting to be called on and may often blurt out the answer to a question before hearing the whole question.

Persons with ADD may see like they are confused, spacey or lethargic. ADD people may seem like they are not paying attention and may seem like they do not care about the task at hand. Both of ADD/ADHA people may seem like they do not care and are not paying attention. Their brains are wired differently and we as educators need to be sensitive to there needs.

Resources – Polly Alexander: Teacher at Chippewa Middle School, Okemos, MI http://www.adhd.com/index.html, www.add.org

Plan and Accommodate Lesson - I adapted this lesson for an ADHD/ADD student in my Saturday Morning Art Class. This

class took place for two semesters for six weeks each. For my student, Raj, who has ADHD/ADD I made him in sit front of the rest of the class, close to the power point, so he would be less likely to get distracted. During the demonstration I had this student stand in front of the demonstration table. I even dropped his name during my lesson to make sure I had his attention. I passed around clay so Raj and others would know how clay feels and to learn that clay dries out fast.

I made sure Raj had the template drawn to the same size as the clay mask would be out before he could start cutting the template. I had to baby sit the student so he stayed on tract. I took the scissors away from the students when he was done cutting the template. Then the Raj could receive the clay. After the template was placed on the clay and excess clay was cut away, I took away the knife so the Raj wouldn’t demolish the clay. I asked the student if he was done when he started stabbing the clay.

When the ceramic piece was ready to be painted I made sure the paints were at different tables than the decorations so the students would not jump steps in the decorative process. I made sure the Raj knew where the different stations are so he could add decorations on to the mask. I told them to take time with all parts of the project. I asked the students what they could do to add to the project.

Evaluation of Accommodation - Some aspect of the adaptation worked. Like having him in the front of the class and dropping his name. The one part he had difficulty with was cutting the paper. I should have helped him keep the shape of mask he drew when he cut the clay out. Raj cut away the clay very fast and did not have the mask shape he ended up drawing. He was more fascinated with cutting the clay.

* Student’s name has been changed for protection