Summary
In this third lesson of the "Lord of the Flies" unit, students research the history of masks across cultures. Students then create a mask that represents a character from the story, using textual evidence to support their choices.
Essential Question(s)
How does the author use symbolism to develop characterization and theme?
Snapshot
Engage
Students participate in an I Notice, I Wonder activity while watching a short video.
Explore
Students explore a website about masks and continue the I Notice, I Wonder while building a Driving Question Board for research.
Explain
Students research the particular style of mask that they found in their exploration and learn more about it.
Extend
Students create a mask inspired by a character from the story, using text-based evidence to complete.
Extend 2
Students complete the Career Cluster Activity.
Evaluate
Students write a one-paragraph description of their masks with design details and rationale.
Materials
Lesson Slides (attached)
Mask Resource Page (attached; one per student)
I Notice, I Wonder (attached; one per student)
Make Your Own Mask Template (attached; one per student)
Pen/pencil/markers
Arts supplies to decorate individual masks
Devices with internet access
Engage
Begin the lesson by showing slides 2-4 of the attached Lesson Slides, which introduce the title of the lesson, the essential question, and the learning objectives. Emphasize that the essential question will be addressed throughout the lesson as well as the entire unit.
Display slide 5 to prepare students for an activity to complete while watching the video.
Pass out the attached I Notice, I Wonder handout and share the instructional strategy, I Notice, I Wonder, with students.
Display slide 6 and play the video, "Masks of the World."
Display slide 7. Ask students to share the notes they took during the video with their Elbow Partner.
Display slide 8. Have students share out their "I Wonder" questions to create a collaborative Driving Question Board. Inform them that they will revisit this list for further research in the class.
Explore
Display slide 9. Share the website Second Face: Museum of Cultural Masks.
Ask students to continue adding to their I Notice, I Wonder handout from earlier. After students have explored some masks and found one they are interested in, have them revisit the Driving Question Board. Ask them to choose a question that they would like to learn more about.
Explain
Display slide 10. Pass out the attached Mask Resource Page handout, which has multiple resources for students to use in their research of a particular style of mask. Instruct students to create a single Google Slide that includes the following:
Image;
Where the mask originated;
Significance of the mask;
Answer to the driving question they chose;
Links to websites where they found information.
Display slide 11 and have students share out their slides with the class.
Display slide 12 and ask students if any of the driving questions on the Driving Question Board have been answered at this time.
Extend
Display slide 13 and pass out the attached Make Your Own Mask Template. Instruct students to design and decorate a mask using text-based evidence to create an accurate representation of the chosen (or assigned) character in the novel.
OPTIONAL - Extend 2
As an additional extension activity, you may wish to have students explore the Arti-Facts student activity. Arti-Facts is an activity where students will learn about the many different types of museums and complete a virtual tour in which they "visit" different museums around the country. After viewing how museums display their curated materials, students will have the opportunity to curate their own exhibit, using mask cards that have detailed information about where they originated. Finally, students will hear from a museum educator who has worked in parks and historical homes to share history with visitors from around the world.
Evaluate
Display slide 14. Now that the students have made a mask for a character from the story, ask them to think about a mask for themselves and to write one paragraph about their proposed mask. Use the Make Your Own Mask template, or design and decorate your own mask.
Resources
Adams, W.L. (2014). Carnival of Venice: Mysterious masks make the celebration. CNN Travel. http://edition.cnn.com/travel/article/whats-with-those-mysterious-masks-the-dark-drama-of-venice-carnival/index.html
Arty Factory. (n.d.). African masks. https://www.artyfactory.com/africanmasks/
Bolton High School Visual Arts. (2018). Masks of the World. [Video]. YouTube https://www.youtube.com/watch?v=FVXe44Vmy0U
Central China Television. (2009). Symbolism of Chinese opera masks. http://www.cctv.com/english/special/operamaster/20090619/108284.shtml
Cultural Masks Project. (n.d.). https://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/8149/Cultural%20Masks%201.pdf
Daily Art Magazine. (2019). History of Venetian carnival masks. https://www.dailyartmagazine.com/history-of-venetian-carnival-masks/
History of Masks. (n.d.). Indian masks—Their role in Native American culture. http://www.historyofmasks.net/famous-masks/indian-masks/
Huang, S. (2011). Exploring the arts of African masks. Final course project. Oklahoma State University. https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/1/3078/files/2012/06/Sui-Huang.pdf
K20 Center. (n.d.). Driving Question Board. Strategies. https://learn.k20center.ou.edu/strategy/1511
K20 Center. (n.d.). Elbow Partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). I Notice, I Wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
Medium. (2020). The psychology and culture differences behind the face mask. https://medium.com/@coldjuice/the-psychology-and-culture-differences-behind-the-masks-774d7452eded
Milwaukee Public Museum. (n.d.). Kwakiutl masks. https://www.mpm.edu/research-collections/artifacts/kwakiutl/kwakiutl-masks
Morelli, L. (2015). Venetian carnival masks: Who’s who? https://lauramorelli.com/venetian-carnival-masks-whos-who/
Museum of Natural and Cultural History. (n.d.). Native American masks of the northwest coast and Alaska. University of Oregon. https://mnch.uoregon.edu/collections-galleries/native-american-masks-northwest-coast-and-alaska
Peking Opera. (n.d.) Masks. https://nicepekingopera.wordpress.com/souvenirs/
Rose, K. Cultural masks. [Powerpoint]. https://katelynrose.weebly.com/uploads/1/7/5/5/17551661/instructional_materials.pdf
Second Face. (n.d.). Museum of Cultural Masks. https://www.maskmuseum.org/
Simply Masquerade. (2021). What are the Venetian masquerade masks styles? https://www.simplymasquerade.co.uk/page_2931797.html
Spirits of the West Coast Art Gallery. (n.d.) Native American masks.
https://spiritsofthewestcoast.com/collections/native-american-masks
Tesfaye, A. (n.d.) Exploring the history and artistry of African masks. Novica. https://www.novica.com/blog/exploring-history-artistry-african-masks/
That’s Beijing. (2019). Understanding the hand gestures and face masks of Chinese opera. That’s Mag. ttps://www.thatsmags.com/china/post/28454/understanding-the-hand-gestures-and-face-masks-of-chinese-opera
Walker, R. (2010). Cultures & Traditions: African Masks. Dallas Museum of Art. https://collections.dma.org/essay/9Q27Y8Ke