Making masks: making discoveries.

Both teaching and learning should be chock full of discoveries--planned, unplanned, and pleasant surprises. To unfold such discoveries, and get in tune to students needs, unique personalities, and individual contributions that can be brought to the table we call education, I propose extending an invitation to students of any age. I have explored a mask exercise with students from kindergarten to college, and have been pleased with how individuals can expand their definition of and appreciation for art as well as more fully understand themselves and their connections to others.

Discoveries of the Art Teacher

In my beginning years as an elementary art teacher, I had students design and create a mask. Happily, they took it home, but they learned very little about themselves. Today I have students of all ages do the same exercise, but with a twist. The mask has to express something about the individual who creates it. The student artists must not only create an original mask, but they must also present it to the class, use art vocabulary, and tell how the mask expresses something about them.

Discovering Materials

It's important to allow the budding artists to play a part in the process of selecting materials. The very selection of materials will become part of the expression of self. I have had students who live on farms come to class with shells and feathers and other items from nature that might have otherwise been overlooked as trash. I enjoy learning about their daily lives and respect for nature. Students often use items from their rooms that reveal what is important to them--candy wrappers, pages from old books, junk jewelry, photos of people close to them, magazine images that hold personal meaning, broken or ready-to-retire bails, or other sports items. The items can be used in or out of class, depending on the class format and schedule.

Discovering Art

It is likely that the students may have limited experiences in art--possibly none at all other than what they are offered from you the teacher. It is important to help students to expand their definition of art. This can begin with a look at the purposes of art every time it can be injected in the curriculum. In many of my kindergarten through college level classes, students do not include masks in their beginning definitions of art. This is one reason I selected masks as an art form we would explore together.

A second reason is that masks have played such an important role in various cultures throughout time. We can look at masks throughout the history of art and see that a mask might hold different meaning for students in different geographic locations. A child in Kentucky might connect masks to Halloween, a costume-party, or a wall ornament. A child in New Orleans might associate masks with Mardi Gras, while a child in Mexico might think of masks in connection with the Days of the Dead celebrations. Likewise, a child in Zaire might associate masks with spiritual ceremonies. Another reason to create masks is to provide students with an opportunity to explore a three-dimensional art form. Lastly, drawing skills are likely to be at various levels, but here, everyone can be successful.

Discovering Resources

Surf websites. Visit costume shops, yard sales, and flea markets. Make your own photographs at celebrations that include face or head coverings. Use the library to discover a wealth of images and information on masks. Use books, videos, and music from various cultures. Take advantage of the most valuable resource--your students. Whether you use slide film or capture images digitally, be sure to introduce each group of students to the ones who came before--via masks--to motivate, stimulate ideas, and reinforce the power of expressive art.

Discovering One's Self and the Artist Within

Finally, the day arrives when students present their masks to the class. They should describe the process, materials, and techniques used. We learn about ourselves when we ask why we chose a turtle shell, glitter, five skeins of brightly colored yarn, a deflated football, patriotic colors, hundreds of candy wrappers or animal images, photos of our loved ones, warm or cool colors, soft lines, no lines, and so forth. The mask assignment usually leads many students to realize that they love art and art-making more than they ever realized.

The door is open for discussions about discoveries. They might have a passion for nature, love working with animals, or being involved with athletics. Students might enjoy a particular kind of book or music, or like helping others. If we are to understand and appreciate art, we must first discover how we currently feel about it and why. Students can be helped to discover how art is connected to their daily lives, and to others, and how it has played an important part in history.

Discovering Special Students

After the privilege of seeing thousands of masks and hearing an equal amount of stories, I have discovered, or rediscovered, the power of getting to know individual students in the teaching process. I often prepare special slides, use specific examples, or make certain assignments based on the unique qualities I discover about the students in my classes. Without the mask assignment, or something similar to this exercise, I would be unaware of these unique qualities, and I would not be able to make such rich personal connections with students.

The mask exercise that I have described is only one example of a way to create an arena where we can come together and make discoveries--about art, about ourselves, and about others.

NATIONAL STANDARD

Students use art materials and tools in a safe and responsible way.

Julie Alsip Bucknam teaches art at Eastern Kentucky University in Richmond, Kentucky.