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Plaster mask project
08 Apr 98 14:36:03 -0500
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I have done plaster masks for many years and kids look forward to seventh =
grade art when they get to do the project. =
We look at many photos of masks from around the world and history. I ask =
them to draw thumbnails of the kinds of masks that they could make, using =
their own face as just the beginning. Masks may cover all or part of their =
faces. Additions like hair, hats, horns, etc. can be added to the basic =
plaster cast later. We sometimes use plaster, sometimes Model Magic to =
make those additions.
To avoid problems during the plastering, I recommend modeling the behavior =
you expect of students. On the day before they start, I choose groups of =
four people to work together. I don't usually let them choose. I give each =
group four pieces of plaster casting gauze that is twice as large as a =
person's face (the 8" wide rolls are nice but you can judge about the same =
amount with the smaller rolls). Working on newspaper to control the dust =
and a plastic container to keep them in, the gauze is cut into large band-=
aid sized pieces. While they are cutting, I set up the plaster "surgical =
area": newspaper on the table, a bucket of body temperature water (not hot =
or cold), a towel, a scissors, & a container of "band-aids". I choose one =
person to be my patient. They pull hair back with a stretchy band (an old =
tee-shirt sleeve cuts into great headbands) Vaseline their face, =
especially eyebrows.
When I demonstrate, I talk about how when you are a patient in surgery =
you have to know that the "doctor" is trust-worthy. Before I start =
plastering the face, I ask the patient to show me their design and tell me =
if they want the mouth and eyes open or covered. If the eyes are open, =
what shape will the hole be? We discuss how much of the face will need to =
be covered. I ask another student to be my assistant. The assistant dips =
the band-aids into the water and lays them on the newspaper.I emphasize =
that a surgeon is gentle and takes care of their patient. The patient can =
always have a pencil and paper for writing requests or making suggestions. =
I place the band-aids on the face slightly overlapping every piece. I =
gently "smudge" the wet plaster to blend the pieces together. I have =
found that folding the edge pieces the edge of the mask stronger. You can =
tell when the mask is ready to come off because it feels solid to the =
touch. If you wait until every part of the mask is solid before removing =
you can make it with fewer layers. When the mask has been removed, if it =
is still a little soft, support it in the right shape. I trim the edges =
with scissors while it is still soft.
I would be happy to answer any other questions you have about the =
project.
Nancy Sojka
Art K-12
North Winneshiek School
Decorah, IA
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= I have = done plaster masks for many years and kids = look forward to seventh grade art when they = get to do the project.
We look at many = photos of masks from around the world and = history. I ask them to draw thumbnails of = the kinds of masks that they could make, = using their own face as just the beginning. = Masks may cover all or part of their faces. = Additions like hair, hats, horns, etc. can = be added to the basic plaster cast later. = We sometimes use plaster, sometimes Model = Magic to make those additions.
To avoid = problems during the plastering, I recommend = modeling the behavior you expect of students. = On the day before they start, I choose groups = of four people to work together. I don't = usually let them choose. I give each group = four pieces of plaster casting gauze that = is twice as large as a person's face (the = 8" wide rolls are nice but you can = judge about the same amount with the smaller = rolls). Working on newspaper to control = the dust and a plastic container to keep = them in, the gauze is cut into large band-aid = sized pieces. While they are cutting, I = set up the plaster "surgical area": = newspaper on the table, a bucket of body = temperature water (not hot or cold), a towel, = a scissors, & a container of "band-aids". = I choose one person to be my patient. They = pull hair back with a stretchy band (an = old tee-shirt sleeve cuts into great headbands) = Vaseline their face, especially eyebrows.
= When I demonstrate, I talk about how when = you are a patient in surgery you have to = know that the "doctor" is trust-worthy. = Before I start plastering the face, I ask = the patient to show me their design and = tell me if they want the mouth and eyes open = or covered. If the eyes are open, what shape = will the hole be? We discuss how much of = the face will need to be covered. I ask = another student to be my assistant. The assistant = dips the band-aids into the water and lays = them on the newspaper.I emphasize that a = surgeon is gentle and takes care of their = patient. The patient can always have a pencil = and paper for writing requests or making = suggestions.
I place the band-aids = on the face slightly overlapping every piece. = I gently "smudge" the wet plaster = to blend the pieces together. I have found = that folding the edge pieces the edge of = the mask stronger. You can tell when the = mask is ready to come off because it feels = solid to the touch. If you wait until every = part of the mask is solid before removing = you can make it with fewer layers. When = the mask has been removed, if it is still = a little soft, support it in the right shape. = I trim the edges with scissors while it = is still soft.
I would be happy to answer = any other questions you have about the project.
Nancy Sojka
Art K-12
North = Winneshiek School
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