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. Look at yourself making different faces in a mirror. Notice how your facial features change. Now you’re ready to create a decorative mask that shows a strong feeling.

  • 2.

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

  • 3.

    Cover your work area 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. Use your imagination to shape the strips to show emotions like the ones you saw in the mirror. Air-dry the mask flat.

  • 4.

    Use Crayola Tempera Paint and Crayola Paint Brushes to paint the mask. Accentuate with gold Crayola Premier™ Tempera Paint. Air-dry the mask flat.

  • 5.

    If you want to add hair, paint more paper. Air-dry. Cut hair in thin strips. Glue to mask. Air-dry before hanging as a decoration. How many different facial expressions did your class show in their decorative masks?

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.