History of African Masks
March lesson Plan for Fifth Grade
African Masks
Please use the teacher’s computer to open the lesson plan located on Patterson’s website. It is located in the Art Awareness area in the fifth grade tab titled March. Use the teacher’s Smart board or overhead projector to display the art examples on the chalkboard and use for discussion questions. There will not be a trifold board for this lesson.
History
Ritual and ceremonial masks are an essential feature of the traditional culture and art of the peoples of Subsaharan and West Africa. While the meaning of ritual masks vary in different cultures, some traits are common to most African cultures: for example, masks usually have a spiritual or religious meaning and they are used in ritual dances and social and religious events. In all cases, special status is attributed to the artists that create masks and to those that wear them in ceremonies. In most cases, mask-making is an art that is passed on from father to son, along with the knowledge of the symbolic meanings conveyed by such masks.
Masks are one of the elements of African art that have most evidently influence European and Western art in general; in the 20th century, artistic movements such as cubism, fauvism, and expressionism have often taken inspiration from the vast and diverse heritage of African masks. Influences of this heritage can also be found in other traditions such as South and Central American masked Carnival parades.
In most traditional African cultures, the person who wears a ritual mask is hiding their identity in order to become the spirit represented by the mask. This transformation of the mask wearer into a spirit usually relies on other practices, such as specific types of music and dance, or ritual costumes that contribute to conceal the mask-wearer's human identity. The mask wearer thus becomes the link between the community and the spirit it is representing. Masked dances are a part of most traditional African ceremonies such as wedding, funerals, initiation rites, etc.
Some of the most common masks are those representing animals, feminine beauty (women), and ancestors (masks of the dead). Animal masks might actually represent the spirit of the animal, so that the mask-wearer becomes a medium to speak to animals themselves (e.g. to ask wild beasts to stay away from the village. Feminine beauty masks represent the beauty traits most revered by the individual tribe. These masks are worn by men to honor important women in their life. Ancestor masks are most often based off of a human skull and are a fundamental element in most African cultures. They represent notable, historical or legendary people and in some cases represent new life.
In all cases, masks have spiritual meaning and can only be worn by privileged individuals. Normally only men can wear masks, and most specifically elders or men of high social status. Some masks are reserved to chieftans and kings. The most important masks are often those associated to the spirit of past kings and other privileged people.
Now that you have learned a little bit about the history of African masks, you are each going to create your own mask. Your mask can represent an animal, person, or both. Use your imagination!
Vocabulary Words
Symmetry – balanced proportions
Ritual - In accordance with social customs or normal protocol.
Ancestor - One from whom a person is descended and who is usually more remote in the line of descent than a grandparent.
Discussion Questions
Here are a few questions to ask the students while showing examples of African masks.
What do you think these masks were used for?
What do you think these masks represent?
Do these masks look balanced?
Do you see any repeating patterns?
African Mask Project
Materials: Project example, construction paper, glue sticks, yarn, feathers, scissors, paper scraps for additional decorations.
Demonstrate the lesson by following these step by step instructions, please remember to have the students put their name on the back of their paper and to roll up their sleeves.
- The basic form is made with a 9 x 12 inch (23 x 30.5 cm) piece of construction paper.Fold paper vertically- draw contour for mask and cut out.
- Students build onto the mask form considering the following: Symmetry (cut two shapes at one time - cut nose and mouth with center on the fold), breaking the edge (extending forward as a nose protrudes off of a face), layering of color, and patterns. Unity is important. "Breaking the edge" are forms that extend beyond the basic oval of the mask. This can be accomplished in a variety of ways - adding horns - hair - beards - scalloped edge - geometric shapes, etc.
- Layer colors. For example a yellow triangle can be added to a black mask. Then a smaller red triangle can be glued in the center of the yellow one. Then a smaller blue circle canthen be glued in the center of the red triangle. Use a variety of papers (see note)
- Patterns are made by repeating lines, shapes, or a theme.
- Try creative folding to create 3-D forms that can be glued to the mask.
Please collect large paper scraps and return to supply bucket. The students can use these scraps to add additional elements to their masks.
Chihongo face mask, Chokwe peoples, Democratic Republic of the Congo or Angola , late 19th–early 20th century