Marcos Roman Inspired Masks

Learning Targets

I can...

• Create an original Marcos Roman Inspired Masks using drawing techniques learned in class 
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by American Illustrator (2008-Present) Marcos Roman
• Use collage techniques (paper, digital, mixed media, photomontage) and design principles (proportion, repetition, emphasis) based on Contemporary Art
• Define Mask (any device used to conceal or transform the wearer's identity or protect the face)

Lesson One
Day One, Art Start

1. Alebrijes Masks (2018) Marcos Roman

2. Read Masks Tell Stories by Carol Gelber

3. Discussion Questions "Why was this mask made? How was it used? What did the mask maker intend? How was the mask wearer affected? How were these masks made? What were the occasions for wearing masks? How were they used? Why does the museum treat masks as art objects? What kind of masks have you worn? Have you been in a play? Have you been trick or treating? How does wearing a mask make you feel? What changes happen to your voice? What changes happen to your posture? What changes happen to your attitude? Would a mask give you power you would not have without it? Why is it important that a mask covers the face? How does your culture revere or respect its ancestors? How do you feel when you see the mask of an evil person or creature? Can you think of ways we use masks today?"

Lesson Activities

1.  Choose 12" X 15" Drawing Paper

2. Use gestural lines to add facial features (eyes, ears, nose) and facial proportions (head, shoulder) for the Marcos Roman Inspired Masks

3. Use gestural lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Marcos Roman Inspired Masks

Day Two, Art Start

1. Retrieve Marcos Roman Inspired Masks for Assigned Table

2. Day 16 (2016) Marcos Roman

3. Discussion Questions "How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? What kind of characters came to mind? What do their faces look like? What kind of personalities do they have? What kind of mask is this? Does it represent a person, an animal, or a made up creature? What kind of personality does it have? Did you create a person, an animal, or a made up creature? How did you use shapes to give this mask a personality? Can you imagine what it will look like as a texture rubbing? What texture did you create? How might you use that texture on your mask today? How are the mask and the rubbing similar? How are the mask and the rubbing different? Which one do you think is more successful?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details to the positive space (portrait) of the Marcos Roman Inspired Masks

2. Add highlights (light source, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the Marcos Roman Inspired Masks

3. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Marcos Roman Inspired Masks

Day Three, Art Start

1.  Retrieve Marcos Roman Inspired Masks for Assigned Tables

2. Set Up Studio Area (gluesticks, scissors, oil pastels) 

Lesson Activities

1. Use complementary colors (red, green; blue orange; purple yellow) to fill in the positive space (mask) of the Marcos Roman Inspired Masks

2. Use complementary colors (red green; blue orange; purple yellow) to fill in the negative space (background) of the Marcos Roman Inspired Masks 

3. Use clear finish to cover the positive space (mask) and the negative space (background) of the Marcos Roman Inspired Masks

Artist Examples

Student Examples

 Lois Mailou Jones Designs

Learning Targets

I can...

• Create an original Lois Mailou Jones Designs using drawing techniques learned in class 
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Art Educator (1905-1998) Lois Mailou Jones
• Use drawing techniques (outline, contour, continuous) and design principles (composition, repetition, proportion) based on American Art
• Define Mask (an object worn on the face for protection, disguise, performance, or entertainment)

Lesson One
Day One, Art Start

1. African Masks (1996) Lois Mailou Jones

2. Read Lois Mailou Jones: A Life In Vibrant Color by Mint Museum of Charloette

3. Discussion Questions "Historically speaking, why were masks created and used in Africa? Who created Adrinkra symbols? What do Adrinkra symbols communicate? What is your favorite Adrinkra symbol? Why do you like that Adrinkra symbol? If you were to create your own symbol to represent yourself, what would it look like? What does this symbol represent? What did Jones do as a career besides painting? Where did she work? Where was Jones influenced to create African Art? How does this artwork help further her career as an artist? Why do you think Jones explored African Art and culture?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use gesture lines to add facial features (eyes, large hands) and facial proportions (head, shoulder) for the Lois Mailou Jones Designs 

3. Use gesture lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Lois Mailou Jones Designs 

Day Two, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Table

2. Moon Masque (1971) Lois Mailou Jones

3. Discussion Questions "Who wears masks? When and where do people wear masks? What other activities are happening when they wear masks? What is it like to wear a mask? What do you think about when you make a mask? Why do you wear masks? Do these masks look familiar? Do they look old? Are these masks scary? Can you guess what these masks are made of? Can you guess ow these masks were made? Do you know when these masks might have been worn? Does your opinion of the masks change? Did you connect masks to festivals or parades? How are masks connected to families and community traditions?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details tot he positive space (portrait) of the Lois Mailou Jones Designs

2. Add highlights (light source, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the Lois Mailou Jones Designs

3. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Lois Mailou Jones Designs 

Day Three, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, glitter)

Lesson Activities

1. Use metallic colors (silver, gold, bronze) to fill in the positive space (facial features, costume characteristics) of the Lois Mailou Jones Designs

2. Use metallic colors (silver, gold, bronze) to fill in the negative space (background) of the Lois Mailou Jones Designs 

3. Use clear finish to cover the positive space (portrait) and the negative space (background) of the Lois Mailou Jones Designs

Artist Examples

Student Examples

 Venetian Carnival Masks

Learning Targets

I can...

• Create an original Venetian Carnival Masks using drawing techniques learned in class
• Use shape variation (geometric organic), form (two dimensional three dimensional), and texture (flitter mesh feathers) inspired by Irish Artist (2016-Present) Brian McCarthy
• Use collage techniques (found objects, assemblage, layering) and design principles (unity, balance, movement) based on Puerto Rican Art
• Define Masks (a covering for all or part of the face, worn as a disguise, to amuse others)

Lesson One
Day One, Art Start

1. Carneval (2016) Brian McCarthy

2. Read Vejigante Masquerader by Lulu Delacre

3. Discussion Questions "Who wears masks? When and where do people wear masks? What other activities are happening when they wear asks? What is it like to wear a mask? What do you think about when you make a mask? Why do you wear masks? Do these masks look familiar? Do they look old? Are these masks scary? Can you guess what these masks are made of? Can you guess how these masks were made? Do you know when these masks might have been worn? Does your opinion of the masks change? did you connect masks to festivals or parades? How are masks connected to families and community traditions?"

Lesson Activities 

1. Choose 12" X 15" Drawing Paper

2. Use gesture lines to add facial features (eye bigs, large hand) and facial proportions (head shoulder) to the Venetian Carnival Masks

3. Use gesture lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Venetian Carnival Masks

Day Two, Art Start

1. Retrieve Venetian Carnival Masks for Assigned Table

2. Masquerade (2016) Brian McCarthy

3. Discussion Questions "What is included in a parade? Who participates? Who watches? What special characters have you seen in carnivals? How are the characters dressed? Do the characters have special masks as part of their costumes? What are some of the sounds of a parade? What kinds of food are eaten? Where do parades take place? Why do people hold parades? Do these masks look familiar to you? Do these masks look old? Can you guess what these masks are made of? Can you guess how these masks were made? When might these masks have been worn?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details to the positive space (portrait) of the carnival masks

2. Add highlights (light sources, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the carnival mask 

3. Add shadows (cast shadow, shadow) to the negative space (background) of the Venetian Carnival Masks

Day Three, Art Start

1. Retrieve Venetian Carnival Masks for Assigned Table 

2. Set Up Studio Area (glue sticks, scissors, glitter)

Lesson Activities

1. Use metallic colors (silver, gold, bronze) to fill in the positive space (facial features, costume characteristics) of the carnival masks 

2. Use metallic colors (silver, gold, bronze) to fill in the negative space (background) of the carnival masks

3. Use clear finish to cover the positive space (portrait) and negative space (background) of the Venetian Carnival Masks

Artist Examples

Student Examples