OBJECTIVES:
The student should be able to:
• Draw and recognize different types of lines and shapes. They will be able to make their own mask decorating it with lines; different types of shapes; using textures and warm and cool colors. (comprehension and synthesis)
• Learn that originally Mardi Gras is a French/European celebration related with Ash Wednesday. It was the French people who had immigrated to Louisiana and brought with them this tradition. The students will learn the meaning of the idiom “Mardi Gras”.
• Have the opportunity to meet two French people who will exchange essential information with them in the target language (greetings, introductions and answers to questions) and will help them as needed during the project. (comprehension and responding to phenomena).
TIME: 2 hours and 30 minutes
MATERIALS
For the lesson:
computer
PowerPoint
projector
digital camera
For the mask:
Paper construction
pencils
pencil colors
markers
photocopy of several examples for masks
glue
beads
scissors
staples
elastic
a hot glue gun
round glue sticks or regular glue
SUMMARY:
As I am introducing the theme of Mardi Gras in my French class, I will ask to my students to create their own mask using lines, shapes, textures, warm and cool colors to decorate it.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
none listed
ACTIVITY:
Day 1: (1 hour)
The instructor will introduce activity and project expectations showing some samples of masks.
The instructor asks the students if they know what is a rectilinear line, a curvilinear line and hatching lines. Some students are invited to draw an example of these lines on the board. Furthermore, the instructor will present a PowerPoint about different types of lines.
The students look around in the classroom where they can see each type of lines and try to identify them.
Exercise “Drawing lines”: Student will be asked to complete some squares drawing different types of lines. The instructor responds to questions as needed.
The instructor will write on the board the words “Mardi” and “Gras” separately and ask to the students if they know the meaning in English. They should recognize the first one as the day of the week “Tuesday”. The instructor asks a student to come and write this translation next to the word.
Then a story book “Mimi’s first Mardi Gras” is introduced with a PowerPoint. The instructor reads page number 5 in the book that explains the origin of Carnival in Louisiana and the meaning of the French expression “Mardi Gras”, that is “Fat Tuesday” in English.
The instructor asks another student to come and write the translation “fat” next to the word “gras”.
All the students read the expression “Mardi Gras” and the translation in English “Fat Tuesday”.
Closure: The instructor asks the students to think about what kind of mask they would like to create during this project, and which shapes they could draw in it.
Day 2: (30 min.)
The instructor reviews the different types of lines and introduces the concept of texture.
The instructor demonstrates to students how we can find different texture in the classroom and how we can put them on a paper using a pencil.
The instructor shows a paper with different textures on it and asks the students where the textures originated from.
The instructor gives a paper to each students in which they have to put on four different textures taking rubbings in the classroom.
Closure: Three or four students come in the front and show to the others their work. They explain how they found different textures in the classroom.
Day 3: (1 hour)
The instructor reviews the different types of lines seen during day 1 and asks two different students to remind us what are the cool and warm colors. All around the classroom works from the students are on the wall so they can remember about lines, textures and colors.
There are some samples of masks already done on the board. The instructor explains the different steps for making the mask.
The instructor asks the students which shapes and lines they recognize on the masks. The instructor reminds them that they could fill some shapes using texture.
Each student chooses which shape of mask he/she wants to do. The masks are already glued on construction paper and the eyes have been cut out.
Step 1: The students draw a few lines with a pencil to draw on the mask several shapes (10 to 12). It can be curvilinear lines and/or rectilinear lines. They can draw geometric shapes, implied or decorative shapes.
Step 2: The learners will trace the lines with markers using different colors.
Step 3: The learners will fill in the different shapes using texture and tracing lines with pencils colors and/ or markers using warm and cool colors. For texture, the instructor lets in each table a piece of construction paper with glitters glued. They have to use at least three different types of lines (rectilinear, curvilinear, implied lines, hatched, and cross-hatched lines).
Step 4: When the students finish decorating the mask, they cut it out.
Step 5: The instructor helps to staple an elastic sparkle on the back of the mask and to glue pearl beads on the front.
The instructor introduces two French people visiting Louisiana for Carnival and Mardi Gras. They will help the students as needed during the project. They will talk with them in French during the class.
The instructor welcomes the visitors in French.
The instructor asks the students to welcome the visitors in French using the greetings.
When the students finish their masks, they introduce themselves with one or two sentences in the target language. They will answer few questions from the visitors. For example “What’s their name? How old they are? Which hobbies do they like? ( The students have a little French/English book they made in French class to help them with vocabulary).
Closure: There is an interaction between the students and the visitors. Every student wears his mask and taste French pancakes “crèpes” which is the typical meal for Mardi Gras in France.
Connections (real life): At school, students will be able to wear the mask they have made during the Mardi Gras Mumbo (Positive behavior rewards). At home, the students could ask their family and friends if they know what the expression “Mardi Gras” means in English.
EVALUATION/ASSESSMENT:
The assessment will be based on the capacity of the students to create their own Mardi Gras mask, using at list 3 different types of lines: rectilinear, curvilinear, implied lines, hatched, and cross-hatched lines.
ART CONTENT/CONCEPTS:
none listed
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
VA-CE-E3: use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork) 1, 2, 3.
CL-1-D4: identifying and describing social, geographic and historical factors that impact cultural practices; (3, 4).
CL-1-B5: demonstrating a comprehension of common words, phrases, and idioms that reflect the target culture; (1).
CT-1-B1: communicating on a personal level with speakers of the target language either face-to-face or via notes, electronic mail, and/or audio or video recording; (1, 3, 4).
MODIFICATIONS | ACCOMODATIONS:
The instructor will give a photocopy of some examples for each type of lines for students who have not memorized them. A sample of a mask already done is on the middle of the table to help during the activities. Groups will be divided at three different tables, so students could look around to know how to process. The instructor responds to the needs of learners at various stages of the project.
TEACHER'S REFLECTION:
The students were very motivated by this visual arts project. They have demonstrated a real interest in learning about lines, colors and texture during this lesson. The students were very proud of themselves to wear their own mask for the Mardi Gras Mambo at school and happy to bring back at home an art project. Now, they know the origin and the meaning of Mardi Gras that is an important celebration for them. It was also a special lesson because of the visitors we had. The students enjoyed speaking French with French people. It was a great opportunity to use in real life what they learn in French class. As a variation of the project, we could use the same activity to fulfill other shapes; for example, a heart for Valentine’s Day or a Christmas tree.
RESOURCES:
Mimi’s first Mardi Gras, Alice Couvillon and Elizabeth Moore, Pelican publishing company, Gretna 1995.
http://www.teteamodeler.com/boiteaoutils/creativite/fiche256.asp
In this page, we can find a lot of examples of masks to decorate.
http://www.teteamodeler.com/dossier/carnaval/carnaval.asp
In this web-site, we can find ideas for Carnival and examples of different types of masks.
GALLERY
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