Base Mask Making

Overview

This is the third lesson in the unit Carnival Mask Creations for Year 2 students. In this 90-minute session, children will begin constructing the base of their carnival masks using a variety of materials they have chosen from previous lessons. The focus will be on practical shaping and assembling techniques, safety when handling tools and materials, and an exploration of texture and colour to enhance their design.

This lesson closely follows the National Curriculum for England’s Art and Design programme of study for Key Stage 1 (Years 1 and 2), which emphasises developing practical skills, experimenting with materials, and reflecting on creative choices.

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National Curriculum Links

Key Stage 1 – Art and Design

Pupils should be taught to:

• Use a range of materials creatively to design and make products (KS1 Programme of Study: Design and make)
• Use drawing, painting, and sculpture to develop and share their ideas, experiences, and imagination
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

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Learning Objectives

By the end of the lesson, students will be able to:

• Select appropriate materials for their carnival mask base and safely use basic hand tools (scissors, glue sticks, tape, sticky tack).
• Use simple shaping techniques (folding, bending, layering) to create a stable mask base.
• Experiment with texture and colour on their mask base to enhance expressiveness.
• Work collaboratively and follow safety rules during construction activities.

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Resources Needed

• Cardboard sheets (cut to mask size)
• Pre-cut coloured paper pieces and tissue paper
• Glue sticks, PVA glue
• Safety scissors (round-tipped)
• Mask templates (simple outlines)
• Sticky tape and masking tape
• String or elastic bands
• Different textured materials: feathers, fabric scraps, bubble wrap, textured card, foam sheets
• Colouring materials: crayons, oil pastels, paint palettes with brush sets
• Wet wipes, aprons, protective table coverings
• Display board for safety rules

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Lesson Structure

Starter (10 minutes)

• Welcome and Recap: Briefly recall work done in previous lessons (designing masks and choosing materials).
• Introduce Today’s Focus: "Today we will create the base of our masks — the shape that will support all your decorations."
• Safety Reminder: Discuss safe use of scissors, glue, and tapes. Use the display board to reinforce rules – e.g., scissors down when not cutting, don’t run with scissors, use glue appropriately.
• Demonstration: Show how to fold, bend, and glue cardboard and paper securely to form the base shape of the mask.

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Main Activities (65 minutes)

Activity 1: Material Selection and Mask Base Shaping (30 minutes)

• Each child chooses their preferred materials from the station set out.
• Using templates and teacher guidance, students cut out or trace their mask base shapes on cardboard.
• Demonstrate and encourage techniques to shape and strengthen their base (e.g., curling edges, layering papers, using tape to hold parts).
• Teacher circulates to support with tricky cutting, folding, and glue application.
• Encourage students to think about how the shape will fit their face comfortably.

Assessment: Observe children’s use of tools and ability to shape materials safely and effectively.

Activity 2: Exploring Texture and Colour (35 minutes)

• Provide feather, fabric, and other textured materials for children to add to their base.
• Invite experimentation with layering textures (bubble wrap under tissue paper, or fabric strips glued overlapping).
• Using crayons, oil pastels or paints, pupils add colour accents to their base.
• Discuss how texture and colour create feelings or moods – ask questions like "How does adding feathers change how your mask feels?" or "What colours make your mask lively or calm?"

Assessment: Verbal questioning on texture use; note creativity and variety in colour application.

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Plenary (15 minutes)

• Show and Tell: Each child shares their work-in-progress mask base, describing one texture and one colour choice they are proud of.
• Reflect on what technique they found most fun or challenging.
• Teacher gives positive feedback highlighting good use of materials, craftsmanship, and safe behaviour.
• Prep for next lesson: adding detailed decorations.

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Assessment Opportunities

• Formative assessment through observation of practical skills and safe tool handling.
• Oral responses during plenary to evaluate understanding of texture and colour.
• Teacher notes on each pupil’s progress with shaping and assembling mask bases.

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Differentiation

• Provide pre-cut mask shapes for pupils needing additional fine motor support.
• Challenge more confident students to experiment with joining multiple pieces for a 3D effect.
• Use peer support and paired working for sharing ideas and encouraging less confident sharers.

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Cross-Curricular Links

• PSHE: Following safety rules, taking turns, respecting peers’ creative choices.
• English: Using descriptive language during show and tell.
• Maths: Understanding shapes, symmetry, and spatial awareness when shaping masks.

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This lesson embraces hands-on creativity alongside critical thinking about materials and colour, perfectly aligned with the National Curriculum’s aims for Key Stage 1 Art and Design.