Teacher name: Kate Toensmeyer

Lesson title: Maasai Masks

Grade level: 1st-2nd
Time frame: 1 hours
Sequence Theme/Big Idea: Where in the World? Through the
series of lessons in this six-week sequence, students will become art
explorers, visiting a variety of countries and learning about each areas
artistic culture.
Lesson Narrative: In this final lesson, students will visit Kenya to
create masks inspired by the traditional works of the Maasai tribe.
Using the artistic concepts of symmetry and pattern, the class will
explore how to convey human emotion in their work, as they discover
more about the importance of masks in African storytelling and ritual.
At the end of the activity, students will gather for a photo with their
masks to send to Annie, my friend living in Kenya, who has loved
hearing about Saturday Art throughout the year.
Lesson Rationale: I chose to include Africa as the final country in my Where in the World
unit, because I have direct contact with a close friend who lives in Kenya. I told her about
Saturday Art, even sharing our website with her. She loved seeing pictures of the students, and
she was impressed with their work. In this lesson, I hope to instill in my students that the world
is always connected, so matter how far apart we seem from one another. Annie lives over 8,000
miles away in Kenya, and yet she has met my students and has loved seeing their artwork. In
this final lesson, the class can meet Annie and send a photo of themselves with their masks to
the other side of the world!
Key Concepts:

The Maasai tribe in Kenya, a country in Africa, creates beautiful masks to tell stories in
ceremonies and rituals.
African masks usually incorporate the artistic concepts of symmetry and pattern.
Some people are very far away from each other, but everyone in the world is connected.

Objectives:
1.) Students will create masks inspired by the Maasai tribe using two-dimensional media.
2.) Students will apply the artistic concepts of symmetry and pattern in their artwork.
3.) Students will explore the interconnectivity of the wider world.
Standards:
3PE Examine one or more cultural and historical artworks and respond to the visual, expressive
features of that work.
(First Grade)
5PR Identify, select and use art and design elements and principles to express emotions and
produce a variety of visual effects (e.g., nuances of surface, contour, pattern and tone.)
(Second Grade)

6RE Select an art object and describe its personal, functional or decorative purpose.
(First Grade)
Materials:

Brown and Beige Construction Paper

Black construction paper (for mounting)
Construction paper in assorted colors
Pencils
Erasers
Scissors
Black markers
Markers, assorted colors

Lesson Vocabulary:
Kenya: One of the many countries in Africa.
Maasai Tribe: A tribe in Kenya. People in the Maasai tribe wear bright colors and beautiful
patterns, and they create amazing masks to tell stories.
Symmetry: When an image looks exactly the same on both sides. (Demonstrate with an
example image of a Maasai mask and have students test the symmetry of one anothers faces.)
Patterns: When a design repeats itself. (Show students examples of basic patterns and those
used in African art.)
Historical/Multicultural Example:
The class will fly via Google maps from Oxford to Kenya. They will also view images of
traditional Maasai masks, and meet my friend, Annie, who lives in Nairobi, Kenya through
seeing photos of her and learning about her life.
Visual Culture Component:
Students will discuss wearing costumesin school plays, on Halloween, etc., likening their own
experiences to the role of masks in traditional Maasai ceremonies, rituals, and storytelling.
Questions:
Have you ever worn a costume? Tell the person sitting next to you about a time you
dressed up as someone else.
If you could become anyone for a day, who would it be?
Procedure:
1. Explain that today the class will travel to Kenya to learn about the Maasai people and to
meet a real person who lives in Kenya, with whom they will share their finished
artwork.
2. Fly from Ohio to Kenya via Google Earth.
3. Project an image of Annie of the screen. Explain that Annie lives over 8,000 miles from
Oxford! However, we write to each other all the time and Ive even shared pictures of
Saturday Art with her. Explain that Annie is very impressed with the students work, and
she thinks they are all wonderful artists! Today, we will make art especially for Annie.
She just had surgery, and a Get Well Soon from the United States would definitely help
her feel better!

4. Explain that when I asked Annie about her favorite art in her home country, she
mentioned the works of the Maasai tribe, because they wear beautiful, bright colors and
patterns and create amazing masks. Today, we will make our own masks to share with
Annie.
5. Explain that the Maasai people create masks of animals and people to transform into
characters. These characters are often a part of stories for many different ceremonies
and rituals, even weddings! Discuss students own experiences with dressing up as a
character. (See Visual Culture.)
6. Demonstrate making a mask using symmetry and patterns. Discuss the meaning of
these vocabulary words, referencing images of traditional Maasai masks.
7. Ask students what emotion they might give their masks. Are their characters happy?
Angry? Silly? Serious? Explain that students must create masks that have a specific
emotion, or feeling.
8. Student work time. Offer assistance as needed. As students near completion, they may
walk around the class to view one anothers work.
9. Stop class fifteen minutes early. Explain that students will now share their work with
Annie by taking a group photo, holding their creations. I will share the photo with Annie,
and they can see her response at the next weeks Art Show. I will hold a sign saying, Get
well soon, Annie! Ask a teacher aide or graduate assistant to take the photograph.
10. End class by calling students to sit in the story corner. Explain that we live very far away
from some people. No matter how far apart we are, however, everyone in the world is
connected. Sometimes, we become great friends with people from far away, as with
Annie and I. No matter who we meet, it is important to always be kind. Tell students
how much I enjoyed having them in class, and explain that I hoped they learned a lot of
wonderful new things about art. The greatest thing I want them to remember, however,
is to love people and be kind, no matter where in the world they go.
Assessment:
Throughout class, share student work and discuss Maasai masks, patterns, and symmetry.
Students may walk around the class to view one anothers pieces and share their world with one
another.

Questions:
o What emotion does your mask have? Is it happy? Excited? Tired? Silly?
o Explain how you are using symmetry and patterns in your mask.

Are students effectively portraying expression and emotion in their masks? (3 PE) Are they
demonstrating competency in using the artistic concepts of symmetry and pattern? (5 PR)
Can they explain why Maasai people use masks in their culture? (6 RE)
Hook: The class will also fly to Kenya via Google Maps and meet my Kenyan friend, Annie,
viewing photos of her and learning about her life in another country.
Sketchbook/Artists Journal Motivation: Students may sketch preliminary designs for
their masks in their passport-sketchbook. At the end of the lesson, they will also receive a
Kenya sticker in their passport-sketchbooks.
Dialogue: See Historical/Multicultural Exemplars, Visual Culture and Assessment for
episodes of dialogue.

Adaptations/Special populations:
I have a teacher aide who can help students individually who
may have issues drawing their designs, cutting their paper, etc.
As with the previous lesson, I will provide crayons for students
who arrive early or finish their project quickly.
Closure:
As students near completion, they may walk around
the class to view one anothers work.
Stop class fifteen minutes early. Explain that students
will now share their work with Annie by taking a group photo,
holding their creations. I will share the photo with Annie, and
students see her response at the next weeks Art Show. I will
hold a sign saying, Get well soon, Annie! Ask a teacher aide
or graduate assistant to take the photograph.
End class by calling students to sit in the story corner. Explain that we live very far away
from some people. No matter how far apart we are, however, everyone in the world is
connected. Sometimes, we become great friends with people from far away, as with Annie and I.
No matter who we meet, it is important to always be kind. Tell students how much I enjoyed
having them in class, and explain that I hoped they learned a lot of wonderful new things about
art. The greatest thing I want them to remember, however, is to love people and be kind, no
matter where in the world they go.
As students complete their projects, I will also pass out Kenya stickers for their
passports.
Resources:
Kenya Prezi (Attached)
Google Maps