DESIGNER FACE MASKS – Colour, Shape, Balance

Students will be able to:

• create a design that communicates ideas about an imaginary client;
• use colour and shape to balance their design;
• write an artist statement to explain their design;
• demonstrate technical accomplishment and creativity;
• support their ideas with evidence found in the artworks.

Have students:

• search the Internet for a pattern to make a cloth face mask;
• use plain cotton to sew the face mask - or join it with fabric glue;
• use Crayola fabric markers to draw their design on the mask.

1. Download and display the Balance poster available on this website.
2. Teach or review the principle of balance.
   - balance - the arrangement of elements so that they seem equal in weight or importance
3. Download the Designer Face Masks worksheet and copy enough for each student to have one. (Downloads - DesignerFaceMasks.pdf)
4. Download the Group inspires Indigenous artists to channel creative energy into face masks article, by Rhiannon Johnson from the CBC website.

1. Discuss how face masks have become a necessity during Covid-19 and some people have started turning them into a form of self-expression. Have students share their ideas about the following quote:
   - Marshal Cohen, chief industry analyst covering retail at NPD Group, a market research firm, sees this as a time when masks could move from specialized product to mainstream accessory: “We will see this become a staple item, as well as fashion—even if to mark this as an era to remember.” Once hard to find, he predicts that masks will become staples at retail, coming in fashionable patterns, an array of colors, and even in personalized versions. (Article by Max Berlinger, April 9, 2020, 4:10 AM EDT in
   Bloomberg)
2. Ask students to share how they feel about wearing face masks and any unique face masks they have worn or seen.
3. Share the Group inspires Indigenous artists to channel creative energy into face masks article, by Rhiannon Johnson.
4. Introduce the challenge.

1. Once all the masks are complete display them for a group discussion. 
   - Look closely at the designs.
   - Choose one that interests you for some reason.
   - Share thoughts about the work.
2. During the discussion include references to:
   - ideas – What does the design communicate about the client? How does this match the information in the questionnaire?
   - contrast – How does the use of contrast help to balance the design?  
   - technical accomplishment – How does careful planning and colouring contribute to the overall effectiveness of the design?

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss the designs – speaks with a clear voice, looks at audience while speaking, points to areas in the work, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - DesignerMasks_tracking.pdf)
5. Have students write a reflection that includes things such as:
   - How they decided what to include in their design
   - What they like best about their design.
   - How they feel about the finished work, and why.
   - What they learned about themselves by doing this project.