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Paper Masks Education Resource Kit Prepared by Harbourfront Centre School Visits Educators

School Visits Programme Grades 4-8

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Welcome to Harbourfront Centre! Thank you for choosing to visit Harbourfront Centre! We offer programmes that are interactive and fun, and that appeal to a variety of learning styles.

Harbourfront Centre is an innovative, non-profit cultural organization which provides internationally renowned programming in the arts, culture, education and recreation, all within a collection of distinctive venues in the heart of Toronto's downtown waterfront.

We trust that you will enjoy your stay with us, and that we will see you again in the future, whether for another school visit, or for one of our many other exciting events.

The Structure of Your Visit

When you arrive at Harbourfront Centre, you will be greeted by one of our representatives. At this time, payment will be taken care of. You will then be introduced to your instructors for the day, and taken to your “classroom.” Your class will then receive a brief introduction to Harbourfront Centre and then your program will begin.

Paper Masks During this visit, your students will learn about masks and their function in a variety of cultures around the world. From ritual to drama, the vast history of the mask will be explored. Students will experience group discussions, and will experiment with paper sculpture techniques and 3-dimensional forms. Each student will leave with a mask of their own!

How to use this Kit This kit has been created to compliment our program and give you an opportunity to extend your classes’ learning across the curriculum. This kit includes: Pre-Visit Activities: The pre-visit activities are useful for activating your students’ prior knowledge of the topic of your visit. They will introduce your class to some of the topics that will be covered in order to make some of the discussions even richer. On-Site Assessment Tools: During your visit you will have the opportunity to stand back and observe your students. We have provided some tools here to help you assess their learning. Post-Visit Activities: These activities will give you the opportunity to capitalize on the excitement that your students will feel towards the topics explored during their visit to Harbourfront Centre. The activities will make a number of cross-curricular connections, and will provide further opportunity for assessment. Links to Learning: This section will provide you with a variety of resources that will be helpful to you should you decide to continue exploring the topics covered in your visit.

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����Pre-visit Activities The following lessons are for use before your visit to Harbourfront Centre. The intention of these lessons is to activate the prior knowledge of your students and to briefly introduce some of the ideas that will be covered during your session. These activities, of course, are not mandatory, but will enrich the discussions that your students will engage in with our instructors, and the overall Harbourfront Centre School Visits experience. ����Activity #1 Overview

• Students will begin to explore a variety of techniques for working with paper and creating 3-dimensional forms.

Curriculum Links

• The Arts – Visual Arts – Knowledge of Elements • The Arts – Visual Arts – Creative Work • The Arts – Visual Arts – Critical Thinking

Resources

• Chart Paper • Construction paper (various colours) • Scissors • Glue

Activation

1. Review 3-dimensional forms as opposed to 2-dimensional. 2. Explain that sculptures are a form of 3-dimensional art. 3. Show students a piece of construction paper. Ask if it is 2 or 3-dimensional. Explain that you will

be using the 2-dimensional paper to create a 3-dimensional paper sculpture. Sculpting

4. Students should start with a base of black construction paper. Any colour is fine for the base, but black will create a more interesting contrast when a variety of other colours are used for the sculpture.

5. Ask students for ideas about different ways paper could be worked with to create different shapes, and 3-dimensional forms. Record their ideas, and if you wish, post samples of each technique on the paper with their ideas.

6. Some ideas are: Cutting (different lines; straight, zig-zag, curvy, etc.), folding, ripping, curling, scoring, accordion fold, creating chains, fringe, spiral, 3-d shapes (cones, cubes, pyramids). Demonstrate the different techniques, or allow students to demonstrate their own ideas. If you wish, students could practice each technique with scrap paper before beginning the actual sculpture (see the sample chart for visual examples of each technique).

7. Explain to the students that they are going to create their own 3-D landscape using the techniques discussed. They should cover most of the paper using a variety of techniques. They may also have a certain type of landscape in mind (a circus, an amusement park, a forest) or you may link it to your curriculum (habitats, urban/rural community, Medieval times, etc.)

8. Allow students sufficient time to create their paper sculptures. Closing

9. Have students share their sculptures with the class. Also allow them to share any techniques they may have created on their own.

10. Discuss which techniques they enjoyed, which they had difficulty with, and their overall experiences using this specific medium for their artistic expression.

Assessment

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• Assess using Arts curriculum – 3-dimensional art work • Assess ability to follow instructions

����Activity #2 Overview

• Students will use very basic masks to begin exploring the idea of character. Curriculum Links

• Arts – Drama and Dance – Knowledge of elements • Arts – Drama and Dance – Creative work

Resources

• Cardboard squares • String/wool • Black construction paper • Emotions list

Activation

1. Ask students what a character is. Prompt their answers by pointing out the various places they encounter characters (stories, movies, theatre, etc.)

2. Generate a list of different types of characters that they know of (i.e., heroes, villains, etc,) as well as character traits (what a person is like, such as: humble, brave, courageous, serious, funny).

3. Explain that masks can be used to express character. Point out that when using masks, a certain characteristic is exaggerated in the mask, and that the challenge is to use the body to express those characteristics.

Dramatic Exploration 4. Give each student, or have each student bring, a piece of cardboard or bristol board (not black)

about 30 cm square or a 36 cm by 30 cm rectangle. Have them mark and cut out two eyeholes and two small holes on the sides at ear level where string or wool can be tied so that the mask can be worn. (as an alternative, students can cut eyeholes in a paper bag.)

5. Use the list of emotions and attitudes (or create your own) and have the students play these emotions so that they are clear to everyone else.

Accepted Afraid Annoyed Anxious Angry Ashamed Aloof Bashful Bewildered Bitter Bored Brave Calm Confident Confused Concerned Defeated Defensive Depressed Disgusted Disturbed Disappointed Eager Elated Envious Ecstatic Excited Embarrassed Fearful Free Foolish Frustrate Furious Gloomy Guilty Happy Helpless Hopeful Hostile Humiliated Hurt Inadequate Inhibited Intense Intimidated Irritable Jealous Joyful Lonely Loving Mean Miserable Needed Neglected Nervous Passionate Peaceful Pessimistic Playful Pleased Pressured Protective Puzzled Rejected Relieved Resentful Restless Sad Sensual Sentimental Shy Silly Strong Subdued Tender Tense Terrified Tired Trapped Uneasy Vulnerable Weak Worried.

6. Encourage the students to show differences between closely related ideas like “fascination” and

curiosity.” This activity will then stretch their minds as well as their bodies. 7. Once the students have explored the ideas to your satisfaction, distribute a sheet of black

construction paper to each student, and have them cut out three different mouths that they will then apply, one at a time, to the masks. After applying a mouth, they should wear the mask and play the attitude that the mouth creates. They then repeat the process with each of the other mouths.

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8. If the class and the moment are right, try to have the students wear one mouth, but physically play emotions opposite to the ones expressed by that mouth. The results may be very dramatic.

9. Have one student pick her or his favourite mouth, and then find another student whose mask has an affinity or opposition to her or his own. Together, the two work out a short pantomimed encounter between the two characters. Each player should play only the emotion or her or his mask.

10. At random, create groups of four or five. Each group must now work out a little pantomimed scene involving all of their characters. They must stay in the attitude of their own masks unless there is a valid dramatic reason for playing otherwise. That is, if deception or irony in a character or situation is needed, actors might play physical opposite to the emotion on their mask; otherwise, they do not.

Closing

11. Have students present their scenes to the rest of the class. Extension

• Re-present these scenes without the masks to see what differences occur • It would also be interesting to replay the scenes masked, but adding speech.

Assessment

• Assess participation in activities- ability to express emotions using body. • Assess final presentation for characterization, focus, and understanding of elements

Notes Lesson adapted from actitiy in: Colbourne, R. Garnet, and J.R. Ramsden. Character Building: Drama Activities for Middle and Secondary Years. Toronto: International Thomson Publishing Company, 1997.

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Paper Sculpting Techniques � Cutting

• Use scissors to cut different types of lines (zig zag, wavy, etc.)

� Folding

• Fold paper using a variety of lengths and shapes of paper

� Ripping_______________________________________

• Hold the paper in each hand and tear along the desired portion of the paper • For more control, use smaller tears and move your fingers along the line you wish to

create

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� Curling

• Use a strip of paper and wrap it around a cylindrical object (size of this object will vary the amount of curl)

• When the paper is removed, it will form a curl.

� Scoring

• Press the point of a pair of scissors to the paper and pull them along the surface. Do not press to hard, as it will cut through the paper.

• The line created will serve as a pleat for folding .

� Accordion Fold

• Take 2 strips of paper and join two ends together. • Fold one strip over top of the other, and repeat until strips are completely used up.

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� Chain

• Create strips of paper (the number of strips will depend on the number of links you would like the chain to have).

• Fold one strip over creating a circle and attach the two ends to one another. • Put the next strip through this loop and attach the two ends of this strip. • Continue until chain reaches desired length.

� Spiral

• Cut your paper into a circle. • Start cutting from the outside edge of the circle. Cut around the circle moving towards

the centre

� Fringe

• Cut several small strips into a larger piece of paper. • Fold in the desired direction

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Onsite Assessment Tools The following rubric will provide you with an opportunity to observe and assess the participation level of your students during your visit to Harbourfront Centre, as well as to assess the work that they have completed. Take a chance to observe how well students are picking up on the concepts and techniques that are being covered.

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Paper Masks Rubric

Criteria

Level 1

Level 2

Level 3

Level 4

Interaction in

Group discussion

never able to respond to direct questions; never volunteers point of view

rarely able to respond to direct questions; rarely volunteers point of view

responds occasionally to questions; occasionally volunteers point of view

responds frequently to questions; routinely volunteers point of view

Listening Skills

student does not listen when others talk, and follows few of the instructor’s directions.

student does not listen when others talk, and sometimes follows the instructor’s directions

student listens when others talk, and often follows the instructor’s directions

student listens when others talk, and always follows instructor’s directions

Use of Techniques

Applies few of the skills, concepts and techniques taught.

Applies some of the skills, concepts and techniques taught.

Applies most of the skills, concepts and techniques taught.

Applies all (or almost all) of the skills, concepts and techniques taught.

Use of Materials

Uses tools, equipment, and materials correctly only with assistance

Uses tools, equipment, and materials correctly with frequent assistance

Uses tools, equipment, and materials correctly with only occasional assistance

Uses tools, equipment, and materials correctly with little or no assistance

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����Post-Visit Activities______________________________ The purpose of these activities is to extend on the learning that took place during your visit to Harbourfront Centre. They are a great opportunity to capitalize on the excitement and passion that your students are likely feeling about the topics they have experienced. Here you will find some structured activities, as well as extension ideas. ����Activity #1 Overview

• This activity will allow students to develop the fine details of their characters. Curriculum Links

• Arts –Drama and Dance – Knowledge of Elements • Arts –Drama and Dance – Creative Work

Materials Needed

• Masks Activation

1. Explain to students that in previous activities they have explored how their characters move and express emotions. In this activity they should continue to explore this, but will add more details, such as voice and background information.

2. Discuss some things that would be interesting to know about a character (job, childhood memories, family, favourite things, etc.)

Movement 3. Have the students place their mask in front of them. Tell the students to create one goal and three

characteristics - two obvious and one surprising - for a character who they feel would be best represented by the mask that they have created. They should give the character a name.

4. Make groups of four or six and have the characters introduce themselves to their group, have the students listen carefully to what the character says and how they say it.

5. After the students have all introduced themselves to their group, have them pair off within the group. The students, in character, must now introduce their partner to the whole class.

6. Now have the students find a partner who is not the person that they introduced. Each pair is to create a short scene in which their characters meet, and where each character tries to get the other to help him or her achieve a personal goal without having to use too much of his or her own time and energy helping the partner. Allow the scenes to develop for no more than a minute. Do not require a resolution or ending. At all times, both actors must maintain the characters they have created, but they may flesh out the characters during the scene-finding an age, an occupation, the beginning of their history, and so on.

7. Every minute or so, the students should change partners and take their increasingly more complex characters into the new scenes.

Closing 8. After a half dozen repetitions of step 6, have the students pick one final partner. The new pair should

create a scene that does resolve and end. Again, the scene should only be about one minute long. Allow five minutes for the pairs to refine their scenes.

9. Play the scenes for the class, and discuss the results. Assessment

• Student performances can be assessed for knowledge of drama and dance elements, as well as creative work.

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����Activity #2 Overview

• Students will write a story or myth about the mask/character they created during their visit to Harbourfront Centre and post visit activities.

Curriculum Links

• Language – Writing – Developing Ideas • Language – Writing – Form • Language – Writing - Voice

Materials Needed

• Planning sheet • Rough draft paper

Activation

1. Have students sit with their mask and explain that they will now use their imaginations and what they have explored through the dramatic exercises to write a story about their character.

2. Ask students to close their eyes and think about what their character could be named, where they came from, and what their life might be like. If they have done the previous drama activities, this will have already been fleshed out.

3. Have students turn to a partner and tell then about their character. Allow time for both partners to speak.

4. Have students share their ideas with the class. Activity

5. Tell the students that they will now create the story of their character. They will start by creating a myth or legend about the character, focusing on where it came from and when it existed. They will think about where it lived, what it ate, and the kinds of things it did. They may also wish to explore the mask in general, discussing why the mask was created and what its purpose might be.

6. Explain and distribute the planning sheet. This will help them organize their thoughts. 7. Allow students to begin writing their story.

Closing

8. When students have completed their story, they can share them with the class. 9. You may also wish to have your students publish their work and create a class book.

Assessment

• Writing can be assessed for a variety of purposes depending on the curriculum focus you wish to take.

Variation

• Instead of a story, students can write a newspaper article about their mask (perhaps profiling its discovery, or arrival at a museum or gallery) or create a biography about the character they have created.

�Further Extension of Learning Procedural Writing Have your class write the procedures for working with paper and creating their masks. They could write in general about using paper and some of the techniques they used, or explain the procedures used when creating their mask.

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Story Planning Sheet Name: _____________________________ Date: ____________________ Your Mask/Character’s Name:

Setting: (where does your character live, where does the story take place)

About Your Character: (what your character’s occupation, favourite thing, what kinds of things does he/she do)

Plot: (what problem will your character encounter and what will be the solution?)

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���� Links to Learning Internet YouTube < www.youtube.com > Greek Theatre- <http://www.youtube.com/watch?v=vqFgCGuBn4A>

Commedia dell’Arte - <http://www.youtube.com/watch?v=wI4H0yr6BJs> Noh Theatre - <http://www.youtube.com/watch?v=JqoGHKIthS4>

Wikipedia – <http://en.wikipedia.org/wiki/Mask> A history of masks from around the world. Masks Theme Page -< http://www.cln.org/themes/masks.html >

This "Theme Page" has links to information about Masks. Students and teachers will find curricular resources (information, content...) to help them learn about this topic. In addition, there are also links to instructional materials (lesson plans) which will help teachers provide instruction in this theme.

Books Behind the Mask Author: Yangsook Choi SBN - 10:0374305226 ISBN - 13:9780374305222 Halloween is coming. "What are you going to be?" the children ask one another. Kimin says he will be his grandfather. "Going as an old man is not very scary," they tease. What the children don''t know is that Kimin''s grandfather was a Korean mask dancer. And Kimin doesn''t know that the mask holds a secret for him. With vibrant illustrations, Yangsook Choi joins Korean and American folk traditions in her story about a boy who finds a link to his grandfather, behind the mask. The Goalie Mask Author: Mike Leonetti ISBN - 10:1551927632 ISBN - 13:9781551927633 A young goalie learns about the origins of wearing a face mask while playing hockey and gains confidence in his own skills in the process. This is an opportunity to take a look at a different type of mask and its function.

Masks Author: Gloria Hatrick ISBN - 10:0531088642 ISBN - 13:9780531088647 Desperate to help his older brother Will who has become paralyzed by a rare disease, Pete uses tribal animal masks to communicate with Will, allowing him to escape his useless body and embark on a series of strange and powerful dream journeys. Video Available Through TDSB Medianet :

Title Gourd Masks (054964)

Physical Sound; 43 minutes

Copyrighted 1995

Distributor Life Base Team (2751)

Producer Educational Video (1597)

Audience Junior (4-6), Intermediate (7-8) (JI)

Synopsis Masks...One of the most mysterious and wondrous Native American crafts. Worn during ceremonies and sacred events, masks are believed to give the wearer magical powers to commune with spirits. Watch easy to understand, step by step instructions as special guests—Mescalero Apache elder, Fred Caballero and highly acclaimed mask-maker, Kris Thoeni—teach you how to create beautiful gourd masks. You will see special tips and techniques that will help inspire your own designs. Listen to contemporary Native American drum and flute music by renowned composer and recording artist—Phil Hudson—as you hike through spectacular Pinnacles National Monument, California. Experience a unique blend of Native American Spirit and modern craft techniques captured by the award-winning team of producer Rick Bressler.

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Title Making faces: culture behind the mask (971277)

Physical 14 minutes

Copyrighted 1988

Distributor National Film Bd. of Canada / Multi (3335)

Audience Primary (K-3), Junior (4-6) (PJ)

Series Our multicultural heritage (1427)

Synopsis Children will discover the meaning and the culture behind the tradition of many different types of masks and will see how to create their own.

Title Mask: the origin (973695)

Physical 54 minutes

Copyrighted 1994

Distributor Kriszta Bodonyi (2596)

Producer Visual Education Centre Limited / C (5097)

Audience Intermediate (7-8), Senior (9-12) (IS)

Series Master classes in the media arts (0746)

Synopsis Explores masks and the origin of the mask throughout history as well as their individual characteristics and meaning. How can the mask be used in education today is followed with a session on mime and expression of emotions through mime with mime artist Kriszta Bodonyi. Mime aspects: Breathing and movement rhythm. —Emotions and postures. —Chairs. —Emotions and gestures. —Transition. —Animals. —Stories with animal-humans. —Clown. —Who are you?

Title Masks and face coverings (105462)

Physical Color; Sound; 21 minutes

Copyrighted 1970

Producer Crystal Productions (1302)

Country Canada

Audience Intermediate (7-8), Senior (9-12), Adult (ISA)

Synopsis Describes ancient and contemporary masks from all over the world, and explains their use in rituals, festivals, rites of passage, sports and as functional or decorative objects.

Title Mask making (106501)

Physical Color; Sound and Closed Caption; 24 minutes

Copyrighted 2002

Distributor Filmwest Associates (1806)

Producer Art Zone Productions (6760)

Country Canada

Audience Primary (K-3), Junior (4-6) (PJ)

Series Art Zone (9521)

Synopsis Join Kimi and Bronson as they show you how to create unique and individual masks made from recycled, corrugated cardboard, found feathers and scrap craft materials.

Extended Learning: If you or your students are interested in continuing to work with clay and the creation of sculptures, check out the camps, course, and workshops that are offered here at Harbourfront Centre. Courses and Workshops: www.harbourfrontcentre.com/learn/courses Camps: www.harbourfrontcentre.com/campsw/summer