LESSON TITLE: Tapirape Upe Mask
GRADE LEVEL: 9th Grade
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| Christian holding up his Tapirape Mask |
9.1.12.H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
9.2.12.K. Identify, explain and analyze traditions as they relate to works in the arts.
9.3.12.D. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
9.4.12.B. Describe and Analyze the effects that works in the arts have one groups, individuals and the culture.
OBJECTIVES:
KNOWLEDGE: Cognitive. Students learn that the Tapirape is an indigenous tribe that lives in the Amazon and make Upe masks to honor loved ones.
SKILL: Psychomotor. The students learn how to apply tissue paper to board with glue. Students learn to use different mediums to create a mask. How to attach feathers to back of the mask, as well as incorporate the use of mixed mediums.
ATTITUDE: Affective. The students learn that the tapirape made Tapirape Mask from materials found in the Rainforest. Students learn about different animals and materials found in the Rainforest. Also, students learn that how the destruction of the Rainforest has affected indigenous tribes like the Tapirape.
PREPARE AHEAD: Gather images for visuals of Upe masks and the Tapirape tribe. Create Power Point presentation with step by step directions. Cut up bits of tissue paper and separate by color. Cut and have the base for the mask ready. Collect feathers and beads/beans to embellish the masks. Day of Prep: Mix Glue and Water and have ready in cups.
***Pre-tear tissue paper and have masks cut out. Have tempera paint available as an alternative to the tissue paper. Also, have step by step directions printed out to assist para-educators. Place an 'X' on one side of the masks to indicate which side the feathers will be on and the white or blank side is the side that tissue paper is applied to. Prepare index cards to correlate with the slide show. This includes feathers, Pictures of animals, beans, etc.***
PRIOR KNOWLEDGE: What learning has preceded this lesson? Students learned about Pueblos and Medicine bags from other tribes. Students are familiar with working with paints and beads. Students also have geographic knowledge of South America.
***Some students have trouble staying on task. Incorporating their special learning skills during the motivation is beneficial to both the student and the educator.***
MOTIVATION:
QUESTIONS LEADING THE STUDENTS TO DISCOVERY:
Good Morning 9th grade!! I see that we have all settled in and are working diligently on our worksheets. Right now, we are going to put the colored pencils away and talk about the Amazonian Tribe: the Tapirape. (
***While cleaning up, hand out cards of animals that live in the rainforest, as well as three different colored feathers on cards. This will help diverse learners feel more comfortable in participating in the slide show)
Now that we have all our supplies put away, we can discuss the Tapirape and some interesting artifacts that they create. Has anyone ever worn a mask or a costume on Halloween? Students: Yes- Hand raised. What did you dress up as? Student answers will vary. What kind of materials did you use in your costume? Was is cloth, paint, feathers? Students answers will vary. Today we are going to look at a tribe called the Tahp--eh-rahp-pay tribe who live in the Amazon (click to slide of Map of Amazon).
The Tpairape live out in the Amazon. Do you think that they have cable or movie theatre like we do? Students: No. They definitely don't have access to these urbanized forms of entertainment. While we are watching tv or going out to the movies, the Tapirape are making masks!!
The Tapirape are a small tribe of people who live next to the Araguaia River. I know that in the past two weeks we have looked at two different tribes. Does anyone know what kind of animals might live in the Amazon Rainforest? Student: Responses will vary.
***Students will have cards with animals on them so that they can participate in the conversation. (Next slide: Birds) Who has the red feather? Student: I do! Which bird do you think that belongs to? Student: The Macaw. Excellent!! Now who has the blue feather? Student: I do!! Which bird does that belong to? The Parrot. Great!! Now who has the green feather? Student: I do!! It belongs to the Mini Parrot!! Excellent!! So now that we have a great idea of what animals live in the the Amazon, Let's check out what the Tapirape used to make their masks!!!***
( Flip to next slide: Multi Angle Upe Mask) The Tapirape make masks called Upe Masks to celebrate the lives of loved ones. Can anyone tell me what kind of birds do you think were used to make this part of mask? (point to red feathers) Students: The Macaw! Great!! And how about this part? (point to green part of the mask) The Mini Parrot!! Excellent!!! So we know the Tapirape lived in the Amazon next to the Araguaia River. So let's take a closer look at this mask and try and figure out what else the Tapirape used to make them. What kind of plants grow in the Rainforest? Students: Trees. Great!! The Tapirape broke trees down and used them to hold the masks together. See all the wood used in the masks? Can someone point out where they see wood used in this mask? Student: Points to wooden areas of the mask.
(flip to next slide) What Geometric Shapes do you see in this Upe Mask? Students: Squares, cross, circle etc. Great!!!
Today we are going to make our very own Upe Mask!!! First we are going to attach the feathers to the mask. Just like the Tapirape tribe used the amazon bird feathers, we are going to use these feathers to decorate our masks!! (Show Exemplar of finished Mask and hold up to the Upe Mask.)
The Tapirape made these masks to honor people they loved. Today, I want these masks to be a reflection of you. On the supply table you will see a variety of different materials. Use your favorite colors throughout this project. Call on student: What's your favorite color? Student response: will vary. My favorite color is Purple so I am going to use purple as my base color. Watch carefully, as I attach the tissue paper to the board with the glue. Walk up to student, have them adhere a piece of paper. Have another student try. Once we are done that step, we will move on to the next step!!!
Here are some packets for you to follow along in while we are doing the project. On the powerpoint there will be an estimated timeline for you to work on the project. (Show the timeline slide) Once it is time to clean up I will switch to the 'Clean Up' Slide (Show the Clean up slide). Ok, Purple Table, you may get your supplies.
***Placing name tents with the students goals is very helpful. Keep the goals positive: i.e. if a student usually wanders around the room during class, put under 'Goals' Stay in seat. Set Benchmarks for each individual student and use a reward system. Have the goals and rewards clearly posted in the classroom, as well as at the students desk.***
DEMONSTRATION: Teacher attach feathers to back of board. Do one example and have another student add one more feather. Hand out feathers and Boards. Have students attach. During the class, walk around and give individual assistance as needed with the steps in the packet. The packet is designed to have students work independently and with little assistance. The teacher will rotate the classroom and assist when necessary.
Demonstrate how to apply the tissue paper to the masks. Have a 2 or 3 students try one on the example.
VISUAL AIDS: Tapirape Masks, Tapirape People, Map of the Amazon, Birds from demographic area, Birds from the Amazon, Color photos of exemplars.
REFERENCE TO ART HISTORY: Tapirape Tribe, Mask making, Painting, Amazonian Art, Tribal Art, Multi Mediums
EXEMPLARS: 3 stages of completion: Base Board, Mid way through project and Finished project.
ACTIVITY:
What will the students do? Students will create Upe Masks using feathers, tissue paper, paint, beans.
***Break down directions in to step-by-step instructions. Depending on the student, you may need to consider only giving one step at a time, or setting benchmarks throughout the instructions. Use a reward system when the students meet or exceed the benchmarks set out. Have Tempera paint as back up or addition to the project.***
8:30 - 9:00 Directions for Staff & Set-Up
-What is your assistant doing during this time?
-Paraeducators will be laying down plastic clothes, setting out the following supplies:
-tempera paints: red, yellow, blue, green, orange, purple
-stack of cups next to paints
-Torn Tissue paper: in 3 bins
-Elmers Glue: Pour about 2 inches in to cup and mix with 1 inch of water
-have 12 cups ready to go
-Brushes: Paint brushes
-Bin of feathers
-Colored Pencils
-Regular Pencils
-Beans in cups
9:00-9:20 Greetings & Mini Project
-Greet students and parents.
-Paraeducators will start working with students on the Packets.
-Packets will get students to divulge some information about themselves: favorite color, family members, masks that they have worn in the past, birds that they have encountered in their area. (later we will look at some birds from the Amazon and how the Tapirape Indians use their feathers to make the Upe Masks.)
-Paraeducators will work with students to complete packets. For some students this may mean motivating step by step.
-If students finish early, they may visit the learning center.
9:20 5 Minute Warning
9:25 Clean Up
-Ask a student to collect the colored pencils. Ask another student to collect the papers and stack them on the table.
-Paraeducators should be assisting students clean up and assist in transitioning students for the motivation. Some students get bored easily and paraeducators should monitor this carefully. There will be a powerpoint on the screen for paraeducators to draw the students attention to and discuss what they see on the screen: what colors do they see, can they read the words, what different textures do they see.
9:30 Hello & The plan for the day
-Will ask if students have ever dressed up in costume or wore a mask. Start discussing the Tapirape tribe and how they used birds from the amazon to make the masks.
-Paraeducators will monitor the students to ensure that they are engaged in the discussion. Para-educators are advised to encourage students to participate.
9:35 Present project - See Motivation
-Demonstrate how to attach feathers.
-Show examples of Upe masks and show exemplar of finished mask. Show students how to layer the tissue paper with the glue mixture.
-Paraeducators will ensure that students are engaged in the presentation.
-Go over the time line of the project with your kids and staff: Powerpoint will be up for the duration of this project with a timeline. There will also be a packet of detailed instructions, complete with pictures on the tables.
9:40 Start Project
-Assistant Teacher: Start directing staff to hand out the glue, paint brush and boards. Also, ensure that all paraeducators have a set of instructions for the project.
-Paraeducators: If student is able to gather materials, send them to table to gather materials. If student is not able to gather materials, then gather for the student.
-Students should start with applying feathers to back of board. Then students should be applying the tissue paper to board. Once board is completely covered then students may then apply tempera paint to add the shapes.
-Walk around classroom and praise the students who are working diligently. Assist students if they are struggling.
***If student is struggling with applying the tissue paper then have them paint the back board as opposed to applying the tissue paper. Be sure to have a clean foam brush (holds paint better and does not drip like regular paint brushes. ***
10:15 5 Minute Warning
10:20 Clean Up
-CLEAN UP
-Paint brushes should be cleaned, glue containers/paint tubs collected at table, Tissue paper collected in bag.
-Paraeducators to delegate the following tasks for students:
-STUDENTS
-Student A: Collect paint containers and place at table.
-Student B: Collect glue containers and place on table
-Student C: Collect all remaining tissue paper in bag.
-Student D: (accompanied by Paraeducator) collect newspaper to throw out
-Student E: (accompanied by Paraeducator) Wash all paint brushes
-Student F: Collect beads and place on table
-When finished cleaning up, Paraeducators should engage in conversation about the students masks and point out different aspects of the masks. Talk about how the masks relate to the Tapirape tribe.
10:25 Reflection & Closure
-Students will remain at their seats and we will start at one end and move from student to student to discuss their work and what it means to them.
-Ask the students what colors they used, and what shapes were used.
-Paraeducators can point to different areas of the mask if the student is stumped and ask what each piece is. Each student will discuss their work. Point out different obstacles and achievements in the masks. Ask the student if you can show the rest of the class and show off the masks.
10:30 Send kids off
-Students will be asked to bring show their parents the Upe Masks that they made.
-Paraeducators: Talk to the parents and let them know what we accomplished today.
-Paraeducators should continue to clean up and put materials back in the closet. Artwork should be on the window sill to dry.
-Students will work on worksheet or visit the learning center, if parents are not available right away.
SUPPLIES: Tempera Paints, Boards for Masks, Yarn, Beads, Feathers, Glue, Tissue Paper, Paint Brushes, Foam Brushes, Water containers, Paper cups for glue and paint, Paper towels, Plaster covers for tables.
LEARNING CENTER: Pattern making challenge, yarn, foam paper. Books on Birds and other Tribes in South America. Drawing Paper. Learning Game for students to play if finished early,
VOCABULARY: Tapirape, Amazon Tribes, composition, application, Araguaia River, Also students will learn about different animals and fruits: Papaya, Capybara etc.
CLOSURE: Does anyone remember what tribe we looked at today? Students: Tapirape Tribe from the Amazon. Great!!! Ask each student to discuss their masks. Why they chose the colors they chose, how they applied the materials, etc.
PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:
9.1.12.H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
9.2.12.K. Identify, explain and analyze traditions as they relate to works in the arts.
9.3.12.D. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
9.4.12.B. Describe and Analyze the effects that works in the arts have one groups, individuals and the culture.
ASSESSMENT STATEGY: Where the students engaged in the project? Where the students able to complete all the steps on their own or with little assistance?
CORRELATED ACTIVITY: Students will continue to discover different cultures from around the world.
ADAPTATIONS FOR DIVERSE SPECIAL LEARNERS: Consider using tempera paints. Will need assistance assembling feathers. Instructions for special and diverse learners are in ***italics*** throughout lesson plan.
INTERDISCIPLINARY DOMAINS: What domains are incorporated into this lesson. This lesson incorporated history, English, social studies, and anthropology.
REFLECTIONS: ***Some diverse and special learners prefer to use tempera paints. Assist the special learners when necessary but try to have them make most of the mask on their own as this will build confidence and self esteem.***
