Animal Masquerade

Create a mask for a classroom masquerade! Have your students pick their favorite animals and display their knowledge of attributes in this seasonal project.

  • 1.

    Pre-cut enough mask shapes out of poster board for your entire class. Using a hot glue gun, glue a dowel stick to the right side of each mask. Put the masks aside.

  • 2.

    Ask students to find a partner and discuss their favorite animals: What color is the animal? Does it have fur or scales? What climate does the animal live in?

  • 3.

    Give students Crayola® Construction paper and a pencil. Ask the students to draw the outline of their animal and details (eyes, nose, fur, scales, etc). Encourage them to make the animal double the size of their own heads.

  • 4.

    Instruct students to use Crayola® Classic Markers to make the details of their animals bold.

  • 5.

    Ask the students to use Crayola® Washable Kids Paint to accent details on their animals with a Crayola® Watercolor Brush. If they would like to add some sparkle, encourage them to use Crayola® Glitter Glue.

  • 6.

    Allow the art to dry.

  • 7.

    Provide each student with one of the pre-assembled masks and Crayola® No-Drip School Glue.

  • 8.

    Ask students to glue the mask cut out to the back center of their animal creation.

  • 9.

    Give the students a pair of scissors.

  • 10.

    Instruct the students to cut out the eyes and mouth with scissors to finish their product.

  • 11.

    Play music and watch your class as they have an animal masquerade!


  • LA: Speaking and Listening: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • SCI: Use evidence to support the explanation that traits can be influenced by the environment.
  • SCI: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  • SCI: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • SCI: Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
  • VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.
  • VA: Students will investigate, plan and work through materials and ideas to make works of art and design.


  • Use this project as an extension of the book “Bear Party” by William Pene Du Bois.
  • Assign students to choose either a mammal or a reptile and “debate” which classification of animals is more interesting!
  • Investigate the origin of a masquerade.
  • Use this activity in lieu of Halloween festivities if your school discourages students’ dressing up on Halloween.