Modifications

Although this webquest was created with Grade 7 Students in mind, it can be easily modified for other grade levels.  You may have students follow a specific culture's mask links, for example, or add more research tasks.
 
 

IRP Outcomes

This cross-curricular activity takes into consideration the following Grade 7 Content Standards as provided by the California State Board of Education, in English-Language Arts, Theatre, Art, and Social Studies:
 

Social Studies	gather and record a body of information from secondary electronic sources generate and justify interpretations drawn from secondary sources identify connections between current cultures and ancient cultures construct, interpret, and use tables
Visual Art	compare a variety of images of given subjects in different media and styles  demonstrate an awareness of ethical considerations associated with reproduction as an image-development strategy make 3-D images:  using a variety of sources  for specific purposes  that engage more than one of the senses identify distinctive characteristics of images from a variety of historical and cultural contexts incorporate the styles of selected artists from a variety of social, historical, and cultural contexts demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes
Dramatic Arts	demonstrate leadership and responsibility within the group demonstrate an understanding of the relationships among roles within dramatic work represent abstract concepts through dramatic work alter language of a role to fit changing dramatic situations
Language Arts	demonstrate understanding of the main ideas in electronic media  use information they have read, heard, or viewed in a variety of written or graphic forms, including written notes and charts  locate and interpret details in print and non-print media to gather information and build understanding locate, gather, and select information for specific purposes from a variety of print, and electronic sources formulate relevant questions on communication topics for familiar audiences and purposes appraise their own and others' work share responsibility for the effective functioning of groups  elaborate on others' ideas

Making the Masks
There are a variety of ways to create masks.  This portion of the lesson is up to you, depending on the length of time you have, as well as the availability of resources.  As well, if you are working with young children, perhaps it would be best to make paper masks.  If working with teenagers, then using plaster is an option.

The most striking results can be obtained using plaster, in which a mold of each student's face is made and then decorated.  Papier Maché masks are perhaps the most common although chicken wire frames can also be incorporated with papier maché, producing a sturdier mask.  Simple plain paper masks can also produce dramatic effects.

We have used sheets of colored foam, foam glue, and foam shapes, to great effect. A basic face template on paper is supplied, on which the student draws a pencil version of the mask; this is approved by the teacher before the paper version is cut out. The paper version is then used as a pattern for tracing onto the foam sheet, before it is cut out. Foam shapes can be used to create facial features, etc. Foam glue is necessary; regular school-type glue melts foam. Then 12-inch strips of elastic are stapled to the mask, one end to each side, for wearing. All of these items are cheaply purchased through Discount School Supply, at http://www.discountschoolsupply.com/default.asp

The following sites may be of use in creating masks:

http://www.fwsd.wednet.edu/FW/schools/tot/masks.htm

http://www.jordan.palo-alto.ca.us/department/public/artmasks.html

http://www.kinderart.com/multic/masks.htm

http://www.kinderart.com/multic/machemask.htm

There is computer software that creates masks as well.  One particular program is Printmaster Premier version 7.0; 1998 Mindscape Inc.  88 Rowland Way.  Novato CA 94945

Reader's Theatre

Reader's Theatre is an effective way to tap into Higher Level thought processes.  If you are not familiar with the procedure, please examine the following sites:

http://www.qesn.meq.gouv.qc.ca/schools/bchs/rtheatre/

http://falcon.jmu.edu/~ramseyil/readersmine.htm

http://www.stemnet.nf.ca/CITE/langrt.htm#What