CLAY INUIT FINGER MASKS

 Clay Inuit Finger Masks

Learning Targets

I can...

• Create an original Clay Inuit Finger Mask using ceramic techniques learned in class
• Use form (two dimensional, three dimensional), shape variation (geometric, organic, free form), and texture (visual, actual, implied) inspired by Yupik Finger Masks (1900-Present) Pacific Northwest Coastal Native Americans
• Use sculpture techniques (carving, assembling, casting, modeling) and design principles (proportion, repetition, rhythm) based on Native American Art
• Define Stylistic Conventions (the "rules" dictated by the style (color, shape, form))

Lesson One
Day One, Art Start

1. Hilamas (Willie Seaweed/Smokey Top) (1873) National Museum Of American Indian, Smithsonian Institution 

2. Read Northwest Coast Indian Art: An Analysis Of Form 50th Anniversary Edition by Bill Holm

3. Discussion Questions "What do you want your mask to tell? What type of expression are you going to show on your mask? Do any of these masks have personality? How have native tribes developed and evolved their art for centuries? What do you know about form line designs? Are they objects you can use or objects that you hang on a wall? Can you see what the differences are between each of these designs? How do artists use various paper sculpting techniques to create relief elements? How does this artwork show design principles of balance, repetition, and unity in placement of art elements?"

Lesson Activities

1. Add lines for proportion (head, neck, shoulder) within the silhouette of the animal mask sculptures

2. Turn clay slab into basic shapes (oval face, crescent ears, rectangle neck) of the animal mask sculptures

3. Use modeling tools to draw features (oval eyes, round rose, thin mouth) within the silhouette of the Clay Inuit Finger Masks 

Day Two, Art Start

1. Retrieve Clay Inuit Finger Masks for Assigned Tables

2. Brown Bear And Mountain Spirit Designs (1800-1860) National Museum Of The American Indian, Smithsonian Institution

3. Discussion Questions "What was your first reaction to this artwork? Why do you think you had that reaction? If this artwork could dance, what song would it dance to? What do you think this artwork was created for? Why do you say that? How do you think this artwork was made? What is the story being told, if any? How might you feel differently about the world after viewing this artwork? What does this artwork say about the culture in which it was produced? How do you think this artwork was used by the people who made it? What was its function? Was this intended to be a work of art or not? Why do you think that? How does that impact your understanding of the artwork? What does this artwork teach us about the past?"

Lesson Activities 

1. Add facial features (eyes, nose, mouth) within the positive space (animal) and silhouette of the Clay Inuit Finger Masks

2. Add details (eye sockets, brow bone, moles) to the facial features (eyes, nose, mouth) of the animal masks

3.  Use modeling tools (paddle, brush, grips) to smooth out facial features (eyes, nose, mouth) of the Clay Inuit Finger Masks

Day Three, Art Start

1. Retrieve Clay Inuit Finger Masks for Assigned Tables

2. Set Up Studio Area (modeling tools, rollers, ceramic mats)

Lesson Activities

1. Add color combinations (analogous, complementary, secondary) to the positive space (face, neck, shoulder) of the animal sculptures

2. Add color combinations (analogous, complementary, secondary) to the negative space (background) of the animal sculptures 

3. Apply Gloss Finish to the face proportions, facial features, and accessories of the Clay Inuit Finger Masks

Artist Examples

Student Examples