Objective: 

Students will use the idea of symmetrical balance and the element of shape to make a symmetrical mask.  They will learn about the creative process by making revisions during the process.  The idea a craft will be introduced and stressed.  Finally, students will use a variety of colored pencil and marker techniques to render their mask.

	Identify symmetrical and asymmetrical balance.
	Explore symmetrical balance.
	Make aesthetic judgments and revise their artwork.
	Create interesting shapes.
	Understand the concept of good craft.
	Use colored pencil and marker rendering techniques.

Idaho State Standards:

• Recognize the differences between art materials, techniques, and processes.
• Recognize the influence of personal experience in the process of making art.
• Demonstrate knowledge of a variety of art materials and methods.

9 X 12 construction paper (light blue, yellow, pink, black)
Pencils
Colored Pencils
Markers
Teacher drawings illustrating symmetrical and asymmetrical balance
Scissors

Day 1:  Teach the concepts of both symmetrical and asymmetrical balance.  Use the idea of the teeter-totter.  Use the green fish/air brush drawing to illustrate the idea of balance.  Use other teacher drawings/resources to emphasize the concept of balance.

Pass out the construction paper and instruct students to fold it “hot dog” style.  Demonstrate how to begin the design.  Stress good line and shape. 
 

Day 2:   Introduce the idea of revisions to the design.  Model this process on an “in process mask.” Model the process of designing the inside shapes in the mask.  Demonstrate correlation between the contour and inside shapes. Make modifications so students understand the process of revision.  Students will then begin the process of designing the inside shapes making changes when necessary.  Model how to visualize how the completed mask will look by opening the paper and trying to see the design on the blank side.

Day 3:  Students complete the design of their mask and will now transfer the design onto the other side of the paper.  They will go over the pencil lines with a dark lead and then fold the drawing in on itself and rub the back with the handles of scissors.  Finally, they will trace over the transferred line to define the entire mask.  They will then use the rest o the time to make other modifications to their design.

Day 4:  Introduce the craft of coloring with markers and colored pencils. Demonstrate several techniques of applying color to the shapes.  Students begin the coloring process.

Day 5: Students complete the coloring of the mask.  Demonstrate how to make the form from black construction paper and how to position and glue the mask to the form.  Cut out the eyes and mouth if needed.  Make final decisions about how the form will be altered to “fit” the mask.  Some students will take their mask home to finish it.

Discuss in terms of craft, interesting shape, and symmetry.