Express Yourself

Years ago, I created a middle-school unit that I called Expressive Masks. The lesson was successful, but I have realized that the outcome of a final project is most personally meaningful to students when their work reflects themselves. Introspection and personal expression need to be included in art education. In this unit, students create paper masks and cardboard masks that show a chosen emotion.

Introducing Masks
I start with a slideshow presentation using references from an excellent website called Masks of the World (see Resources). I share examples of masks from a variety of cultures, times, and civilizations, and I ask students the following essential questions:

When and why do we wear masks in the United States?
How do mask makers create expression and emotion?
What materials can artists use to make masks?

After a class discussion on the purposes for masks (protection, entertainment, religion, etc.) and how they are made, I share another website called History of Masks (see Resources). Further conversation usually includes holiday masks and other traditional mask-wearing events such as costume parties.

Brainstorm Activity
After our discussion, I hand out a mask brainstorming template. Students choose an emotion to explore and write three different words to describe that emotion. When they are finished, I have them turn the paper over, and we practice how to draw various facial features proportionately.

Assignment One: Paper Masks
In the first assignment, students use construction paper, scissors, and glue to create a paper mask based on their emotion. This project emphasizes color, shape, and texture. As students work, I check in with them and observe their progress. Students are required to use at least three different colors of paper and must show layering of colors. For example, making an eye would include the iris (one color), the pupil (another color), and the overall eye shape (a third color).

Assignment Two: Cardboard Masks
In the second assignment, students use their paper mask as a general pattern for creating a cardboard mask. Before they start, I share examples of how designers often work with a variety of materials, and that using a different material may require changes in the original design.

The emphasis shifts to texture and layering of cardboard. I show students how to peel the top layer off a piece of cardboard to expose the ruffled edges, and how to curl the cardboard by rolling it over a pencil or finger. For students who have difficulty cutting the cardboard, I offer pieces of chipboard.

Next, students paint the cardboard using metallic paint. They start with white paint, which takes one class period and dries overnight. The next day, students use gold, silver, and bronze paint. I tell students that even though these colors don’t necessarily represent emotion, they could be used in a similar manner (gold could represent happiness, silver could represent sadness). I also remind them that metallic paints work best when they are not layered but are used in separate areas.

After the paint dries overnight, the final step is to add details with black paint. Once this dries, students paint a gloss medium on top to add a more finished look.

Teacher Rubric
Projects are scored based on a five-point rubric: careful use of scissors and glue (one point), clear representation of expression (two points), care taken when painting (one point), and completed and submitted on time (one point). The length of time needed for both projects varies, but I allow two days for the paper mask and five days for the cardboard mask due to drying time.

Reflections
Over the years, this project has evolved from a simple paper mask to a much more meaningful expressive mask. Students take great pride in seeing their work displayed in the halls at school and seem genuinely excited to share their masks with their peers.
Giving students the opportunity to dive into projects that explore their feelings is so important in the upper elementary and early middle school years. Promoting empathy helps students learn from each other. Acknowledging that we all have different feelings and that all emotions are valid can help students overcome feeling alone or misunderstood. In the end, the art room can provide a safe and trusting environment for all students to freely express themselves.