Pucker Up

Pucker Up lesson plan

What does your face look like when you taste something sour? Or smell something delicious? Create an expressive, decorative mask to show a strong emotion.

  • 1.

    When you bite a lemon, what do your eyes and mouth look like? If you smell baking bread or stinky socks, how does your face change? Sometimes you’re happy, sad, cranky, silly, excited, lonely, or discouraged. Invite students to look at themselves making different faces in a mirror. Draw attention to how facial features change. Now create a decorative mask that shows a strong feeling.

  • 2.

    On posterboard, students use Crayola® Erasable Colored Pencils to draw a large face. Add eyes, a nose, and a mouth. Cut out decorative masks and any holes with Crayola Scissors.

  • 3.

    Students cover work areas with recycled newspaper. To create 3-D eyes and mouth, cut strips of paper. Attach them outside and/or behind the eyes and mouth with Crayola School Glue. Encourage students to use their imaginations to shape the strips to show emotions like the ones seen in the mirrors. Air-dry the mask flat.

  • 4.

    Students use Crayola Tempera Paint to paint the mask. Accentuate with gold Crayola Premier™ Tempera Paint. Air-dry the mask flat.

  • 5.

    For hair, students paint more paper. Air-dry. Cut hair in thin strips. Glue to mask. Air-dry before hanging as a decoration.

  • 6.

    Display all masks created by students. Allow time for students to peruse the collection. Remind them to carefully analyze each mask. What emotion is illustrated in each? How many different emotions did the class include in this original collection?

Standards

  • LA: 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: Investigate and explain that for an object to be seen, light must be reflected off the object and enter the eye.
  • SCI: Investigate and provide evidence that the color people see depends on the color of the available light sources as well as the properties of the surface of the object reflecting the light.
  • VA: Select media, techniques, an processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of choices.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

Adaptations

  • As a class, select a variety of foods that may elicit many facial expressions. Students, working in small groups, taste each of the foods and take a picture of the expression created when initially tasting the item. Students can use digital photographs to create a Pucker Up paper mache facial expression.
  • Students swap Pucker Up faces. With the new face, students write a short story or poem which incorporates the vision of the paper mache expression. Students prepare to present their poetry to classmates while exhibiting the focus project.