Creating Your Own Mask

Lesson Overview

In this lesson, students will design and create their own expressive masks. This hands-on activity will encourage creativity and reflection on character portrayal through the medium of masks. By the end of the lesson, students will understand the significance of masks in drama and will have produced a personal piece of artwork that reflects their chosen emotion or character.

Objectives

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

• Demonstrate an understanding of the emotional significance of masks in drama.
• Create a mask that effectively represents an emotion or character.
• Collaborate with peers in a supportive and creative environment.

Key Stage 3 Learning Outcomes

This lesson aligns with the UK National Curriculum for Drama, specifically:

• KS3 Drama Outcome 1: Engage with and create dramatic performances that explore characters and emotions.
• KS3 Drama Outcome 2: Develop skills and techniques in performance and design.
• KS3 Art & Design Outcome 2: Use a range of materials and techniques to communicate ideas and feelings visually.

Materials Needed

• Blank mask templates (paper or plastic)
• Decorative materials (paints, feathers, sequins, fabric scraps, markers, glue)
• Scissors
• Craft knives (for teacher use only)
• String or elastic bands
• Wet wipes and aprons
• A large table for materials
• Reference images of expressive masks

Lesson Structure

Introduction (10 minutes)

• Warm-Up Activity:
  • Begin with a brief group discussion on the role of masks in various cultures and performances (e.g., Commedia dell'Arte, traditional theatre).
  • Show visuals of masks from different cultures to inspire creativity.
• Objective Setting:
  • Explain that today’s lesson will focus on creating their own masks, considering both emotional range and character insight.
  • Emphasise the freedom to explore different styles and emotions.

Main Activity (40 minutes)

1. Design Phase (10 minutes):

   • Distribute mask templates and allow students time to brainstorm and sketch their ideas on paper.
   • Encourage them to think about the emotion or character they want to represent and how colours and shapes can convey that feeling.

2. Creation Phase (30 minutes):

   • Provide students access to the decorative materials.
   • As they work, circulate and offer guidance, prompting reflections:
     • "What emotion do you want to express?"
     • "How do your choices reflect that emotion?"
   • Students may work individually or in pairs for support and collaboration.
   • Ensure safety, especially when using scissors and craft knives.

Presentation & Reflection (10 minutes)

• Showcase:
  • Have students present their masks to the class, explaining their design choices and the emotions they intended to convey.
• Class Feedback:
  • Encourage constructive feedback from peers, asking them to identify which aspects of the mask most effectively express the intended emotion.

Conclusion (5 minutes)

• Gather students for a quick group reflection on the activity.
• Discuss how creating a mask can deepen understanding of character portrayal in drama.
• Assign a short reflection exercise: each student will jot down two things they learned and one technique they would like to try in the next lesson.

Assessment

• Formative assessment through observation of students during mask creation and feedback during presentations.
• Review of the reflection exercise to gauge understanding of emotional representation.

Differentiation

• For students needing extra support: Provide pre-made templates with basic designs that they can embellish or colour.
• For advanced students: Encourage them to experiment with mixed media or narratives behind their masks.

Health and Safety

• Ensure students wear aprons to protect clothing.
• Monitor the use of scissors and craft knives, providing assistance as needed.
• Have cleaning materials readily available for any spills or messes.

Additional Notes

• Ensure emotional safety and respect during sharing; remind students to support each other positively.
• Incorporate a brief discussion on the themes of empathy and emotional understanding, connecting to the broader curriculum in PSHE (Personal, Social, Health Education).

This lesson is designed to engage students creatively while also developing their emotional intelligence and performance skills, thus aligning closely with both the Drama and Art curriculum frameworks in the UK.