Communicating through sculpture.

How can you visually illustrate an event in history that communicates emotion? To introduce this problem, I asked students to research the anniversary of 9/11/01 using the Internet, television, newspapers, and magazines. We developed themes from this research, such as hope, patriotism, and unity. Then we brainstormed symbols, words, colors, and images that best depicted the themes.

Students studied the work of George Segal to better understand the cast sculpture method. Segal is famous for casting the human form in white plaster. Students created a mask using this method to be the base of an illustration.

Big Ideas

* Develop learning habits such as organization, persistence, learning from mistakes, and collaboration.

* Appreciate different perspectives.

* Engage in creative solutions.

Guiding Questions

I encouraged students to look at different points of view. I asked questions to prompt students to think differently, such as:

* How would you feel if you had lost a loved one in this event?

* How does fear paralyze people?

* What can you do in your daily life to make a more positive contribution to society?

* How can 9/11 be remembered without focusing on destruction?

* How could we honor those who lost their lives?

* Do you think the media has concentrated on destruction?

These questions helped students to make connections between the reality of the event and their own emotions.

Creating Basic Form

To make the masks, students learned how to apply plaster to each other's faces and heads. To begin the process, cut plaster rolls into 4" (10 cm) triangles, making a good supply of cut plaster pieces.

Students worked in pairs and took turns plastering onto each other's face or head leaving an opening around the nose to breathe. Use plastic wrap on the eyes and hair to prevent plaster from sticking to these areas. If plastering the whole head, cover all hair with plastic wrap. The wrap will stick to petroleum jelly rubbed on the forehead, nose, chin, cheeks, and neck areas. Old paint shirts and aprons protect clothing, but dried plaster will wash out.

Dip the plaster triangles into warm water and place on the face. Smooth with fingers after each application. Continue this procedure, making at least three layers. The plaster needs to set about fifteen to twenty minutes.

When set, run a finger around the edge of the mask and gently pull off. Surgical scissors may be used to cut off a head mask from the back. Only the teacher should do the cutting. Allow the mask to dry overnight.

The next step is to reinforce masks and cover the nose opening. Trim the edges of the mask with scissors. Apply wet plaster gauze to the inside of the mask for reinforcement. Overlap plaster pieces and wrap around the inside and outside to finish edges. If using a head mask, tape the seam together and smoothly apply plaster to cover. Once the plaster dries, use fine-grain sandpaper to smooth rough spots. Paint white gesso over the entire surface for a finished look.

Applied Design

Students developed four different design ideas on paper to use as a plan for the mask. I encouraged students to think beyond the surface limits of the mask form and develop extensions. Some students added wire words, a crown, and an eagle base. Working from the background forward, paint color onto the masks. Use magazines for collage materials. Techniques such as overlapping, transforming images, and adding three-dimensional materials enhance and communicate meaning.

Display

To finish our display, students created plaster molds of arms and hands. Gestures included prayer, holding a flag, holding hands, and upturned hands. Students decided how to place masks and arms together on a display space to create balance and unity. School staff, parents, and other students were impressed with the three-dimensional project when displayed in the high school hallway.

Closure

Students conducted a self-evaluation to assess their effort, artistry, and use of class time. They examined methods for improvement and areas of success in their own and others' work.

Materials

* Plaster gauze rolls

* Plastic wrap

* Petroleum jelly

* Acrylic paint

* Magazines

* Collage medium

* Paint markers 

* Clay

* Glitter glue

* Sandpaper

* Wire

* Cardboard

* Wire mesh 

NATIONAL STANDARD

Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.

Bethany Waiter is an art teacher at San Simon School in San Simon. Arizona [e-mail]