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Distinct Dispositions

Facial expressions are often the first clues to people’s moods. Create a mask that shows a Distinct Disposition.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Have students break into small groups. Students identify a mood that kids their age usually have, such as thrilled, worried, or puzzled. What adjectives describe the features on people’s faces when they’re in this mood? How do their eyes, mouth, and eyebrows look?
    2. Students make a mask that shows the mood their group described. Sketch a large face and hair on paper with Crayola® Erasable Colored Pencils.
    3. Draw large eyes, a nose, mouth, and other facial parts that show a Distinct Disposition. Cut out the face and eye holes with Crayola Scissors.
    4. Cover the art area with recycled newspaper. Color the face and hair with Crayola Oil Pastels. Blend and polish the pastel colors with a finger or a bit of paper towel.
    5. On separate paper, draw and color accent pieces such as glasses, a tiara, or a baseball cap. Cut them out and attach them to the mask with a Crayola Glue Stick.
    6. Add details such as tears, diamonds, or sparkling eyes with Crayola Glitter Glue. Air-dry the glue.
    7. To wear the mask, punch holes on each side of the mask. Thread elastic through the holes and knot.
  • Standards

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

    LA: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

    LA: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to the situation.

    SS: Identify roles as learned behavior patterns in groups situations such as student, family member, peer play group member, or club member.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Students work in small groups to identify a range of emotions and discuss facial expressions that would communicate each of those emotions. A member of the group illustrates each of the identified emotions. Each student in the group creates one of the emotions on a mask. The team, therefore, has a range of emotion masks.

    Students hold up one mask, Members of other groups identify the emotion being displayed. Specifically, students should identify clues in the mask that "give away" the emotion.

    Each group of students writes an original play that makes use of the majority of the emotion masks created. Students publish their original script and perform the play for a younger group of students. As a follow-up to the performance, older students discuss the emotions from the play with the younger students.

    Students display personal masks in the classroom using a number system. Classmates view each of the masks and identify the emotion expressed. What similarities are found in all the happy masks? Sad masks? Confused? Etc.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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