Carnival Masks Introduction

Overview

This 90-minute lesson introduces Year 2 students to the rich cultural heritage of carnival masks, with a special focus on the Notting Hill Carnival and the artist Tam Joseph. Through storytelling, discussion, and visual exploration, pupils will develop a foundational understanding of the significance of masks in Caribbean celebrations. They will then begin creative brainstorming for their own mask designs, fostering imagination and artistic confidence.

National Curriculum Links (Art and Design)

Key Stage 1 (Years 1–2) – Pupils should be taught to:

Use a range of materials creatively to design and make products
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

Learning Objectives

By the end of this lesson, students will:

Understand the cultural and historical significance of carnival masks, particularly in the Caribbean and Notting Hill Carnival.
Recognise and describe key works by artist Tam Joseph, identifying colours, patterns, and themes.
Begin to generate initial design ideas for their own carnival masks, reflecting creativity and cultural appreciation.
Develop vocabulary related to art and culture (e.g. ‘vibrant’, ‘pattern’, ‘celebration’, ‘heritage’).

Resources

Images of Notting Hill Carnival masks (photographs and illustrations)
Examples of Tam Joseph’s artwork (reproductions suitable for children)
Large world map or globe (to locate the Caribbean and London)
Drawing paper, pencils, coloured pencils, crayons
Whiteboard and markers
Mask templates for brainstorming (simple outlines)
Storybook or short video clip about Notting Hill Carnival (age appropriate)

Lesson Structure

1. Introduction & Engagement (15 minutes)

Welcome and settle students. Introduce the topic: “Today we are going to journey into a colourful world of carnival masks!”
Locate the Caribbean and London on the map briefly, linking geography to cultural exploration.
Show a short story or video clip about Notting Hill Carnival to bring the event to life.
Link to students’ prior experience: ask if anyone has seen or worn a mask during celebrations.

2. Exploration of Carnival Masks & Tam Joseph’s Artwork (25 minutes)

Present a carefully curated selection of carnival mask images, encouraging pupils to observe shapes, patterns, colours.
Introduce Tam Joseph and explain his contributions to capturing Caribbean culture through art. Show 2-3 examples of his work; ask pupils to describe what they see, focusing on colour and emotion. Model descriptive language.
Discuss why masks are important in celebrations like Notting Hill Carnival: symbols of identity, storytelling, joy, and tradition.
Prompt group discussion: “What do you think these masks represent? Why do people wear them?”

3. Brainstorming Own Mask Ideas (30 minutes)

Distribute mask templates and drawing materials.
Guide pupils to think about their own carnival mask designs inspired by what they have seen and learned. Encourage:
- Use of bright colours and bold patterns.
- Inclusion of cultural symbols or personal favourite shapes/animals.
Use a ‘Thinking Hats’ approach:
- White Hat: What colours do I want to use?
- Red Hat: What feelings do I want my mask to show?
- Yellow Hat: What bright, happy patterns can I include?
Circulate and support with vocabulary and artistic technique suggestions.

4. Sharing & Reflection (15 minutes)

Invite each pupil to briefly share their mask idea with the class, using key vocabulary.
Summarise the lesson’s learning: significance of masks, artist inspiration, creative process.
Highlight how all designs will be developed further in upcoming lessons.

Assessment

Informal formative assessment through:

Observation of participation in discussions and responses to questions.
Review of initial mask designs to see understanding of colour, pattern, and cultural themes.
Listening for use of new vocabulary in sharings.
Ability to link mask features to cultural meanings verbally.

Differentiation & Inclusion

Provide pre-drawn mask templates with different levels of complexity to suit fine motor skills.
Use peer support and adult helpers for students who need assistance.
Offer alternative expression methods where needed (e.g., verbal ideas instead of drawing).
Visual aids and repetition to reinforce key vocabulary and cultural concepts.

Opportunities to Extend & Enrich

Plan a visit or virtual tour to a local carnival or cultural centre where masks are displayed.
Invite a Carnival performer or artist for a future workshop.
Create a classroom display featuring masks and a "Carnival Wall" with facts about Caribbean culture and the Notting Hill Carnival.

Teacher’s Notes

Emphasise sensitivity and respect towards cultural traditions.
Use vibrant, positive language to inspire creativity and curiosity.
Encourage drawing from imagination as well as observation – at this stage, variations and “mistakes” are celebrated as part of creative learning.

This lesson will lay a strong foundation for the subsequent 3 lessons, which will focus on mask making techniques, colour mixing, and finishing details, ensuring a rich and engaging artistic journey consistent with the National Curriculum expectations for Year 2 Art and Design.

Teaching Instructions