The Arts · Grade 6

Active learning ideas

Art of Africa: Masks and Sculpture

Active learning lets students move beyond passive viewing to engage with the cultural depth of African masks and sculptures. Through creation, discussion, and performance, they connect materials, forms, and symbols to the real-world functions these objects serve in their communities.

• Ontario Curriculum Expectations
• VA:Cn11.1.6a
• VA:Re9.1.6a

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 35 min · Small Groups

Gallery Walk: Mask and Sculpture Stations

Display images or replicas of masks and sculptures from regions like West Africa and Central Africa at six stations. Students rotate in groups, sketching key features and noting uses or symbols on worksheets. Conclude with a whole-class share-out of findings.

Analyze how traditional African masks are used in rituals and ceremonies.

Facilitation Tip

During the Gallery Walk, position students at stations with guiding questions about materials and cultural functions to deepen their observations.

What to look for

Present students with images of three different African masks. Ask them to write down one word describing the perceived function (e.g., ceremonial, protective, celebratory) and one observation about the materials used for each.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Jigsaw
• 50 min · Pairs

Symbolic Mask Design

Students research a specific African mask's symbolism, then sketch and construct their own using cardboard, yarn, and paint to represent a personal or cultural value. Pairs share designs and explain choices before displaying.

Explain the symbolic meanings embedded in the forms and materials of African sculpture.

Facilitation Tip

For the Symbolic Mask Design activity, provide a graphic organizer for students to map their symbols to cultural meanings before sketching.

What to look for

Facilitate a class discussion using the prompt: 'How might the meaning of an object change when it is moved from its original cultural context into a museum? Consider both masks and sculptures.'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Jigsaw
• 40 min · Small Groups

Ceremony Performance Prep

In small groups, students select a ritual context, assign mask roles, and rehearse a 2-minute performance demonstrating spiritual functions. Perform for the class with peer feedback on symbolism.

Compare the aesthetic principles of African art with those of other global traditions.

Facilitation Tip

In Ceremony Performance Prep, assign roles carefully so each student contributes meaningfully to the ritual narrative, not just costume or movement.

What to look for

Students respond to the following: 'Identify one symbolic element found in an African mask or sculpture we studied. Explain what it might represent and why its form or material is important.'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 04

• Jigsaw
• 30 min · Pairs

Aesthetic Comparison Pairs

Pairs receive images of African art alongside pieces from other cultures, complete Venn diagrams noting shared principles like pattern or proportion, then present one key similarity and difference.

Analyze how traditional African masks are used in rituals and ceremonies.

What to look for

Present students with images of three different African masks. Ask them to write down one word describing the perceived function (e.g., ceremonial, protective, celebratory) and one observation about the materials used for each.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teachers should treat this topic as both art and anthropology, using materials to bridge cultural context and creative expression. Avoid reducing the art to mere aesthetics by consistently linking every design choice to its cultural purpose. Research shows that students grasp symbolic meaning best when they create or perform with a clear functional goal in mind, so structure activities to reflect this.

Students will demonstrate understanding by explaining how form and symbolism serve cultural purposes, sharing insights about regional diversity, and applying this knowledge in creative and analytical tasks. Success looks like confident discussions, thoughtful designs, and performances that reveal purpose beyond decoration.

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Watch Out for These Misconceptions

• During Symbolic Mask Design, students might think they are only making decorative objects.

  Remind students that their mask must serve a clear function in a ritual, like embodying an ancestor or animal spirit, and have them write this purpose on their design sheets before sketching.

• During Gallery Walk, students may assume all African masks share similar styles or meanings.

  Ask students to note regional differences in materials, forms, and symbols on their observation sheets, then share findings to highlight diversity.

• During Aesthetic Comparison Pairs, students might dismiss traditional sculptures as unsophisticated compared to Western art.

  Have students use a comparison chart to identify complex principles like balance, symmetry breaking, or symbolic use of materials in both African and global examples.

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Methods used in this brief

• Gallery Walk
• Jigsaw