Introduction: For many centuries cultures in Africa used masks as a form of communication expressing ideas about nature, social organization, and the spiritual domain. Masks were initially used in tribal religious celebrations and worn during ceremonial dances. They represented animal gods often found in stories and the dance would recreate a myth or act out a legend. The practice of making masks and wearing them at ritualistic gatherings is still common in many areas of Africa. The materials people use to make masks are reflective of the environment in which they live. This lesson introduces students to different types and uses of African masks.

Grade Level: 2-12

Connection to National Geography Standards: The geographically informed person knows and understands:

#4 The physical and human characteristics of places

#6 How culture and experience influence people's perceptions of places and regions

#10 The characteristics, distribution, and complexity of Earth's cultural mosaics

#17 How to apply geography to interpret the past

Objectives: Students will be able to:

• explain the purpose of masks to various cultures in Africa
• describe how masks are representative of cultures
• analyze what resources people use from the environment to make masks
• recognize the conceptual patterns used to create African masks
• illustrate their understanding by creating their own masks

Materials:

• Slides and or pictures of various African masks
• Thick paper plates
• Pencils
• Scissors
• Tempura paints
• Paintbrushes
• Construction paper
• Beads, Shells, Feathers
• Glue

Introducing the Lesson: Share slides and or pictures of various types of African masks with students. The more variety of illustrations the better the student outcome. Discuss with students the different materials used by the artist who created the masks, where they came from, and their purpose.

Procedure:

• Tell students that they will create their own African masks.
• Ask students to think about the kind of mask that they would like to create. Students should draw sketches of masks on paper before they make their make their final one.
• Give each student a paper plate.
• Student should draw an outline of their mask onto the plate before they begin cutting out the shape. When they complete their drawing, students should cut out their design.
• Students should paint and decorate their masks appropriately.
• As an extension, students could write a story to accompany their masks.

Assessment: Student masks should demonstrate conceptual patterns seen in African masks and reflect resources available in the environment in which their masks would come from