Visual Arts · 2nd Year

Active learning ideas

Wearable Art: Masks

Active learning works here because students need to physically engage with materials to understand how masks transform both the wearer and the viewer. When students construct and wear their masks, they experience firsthand how form, function, and identity interact in wearable art.

• NCCA Curriculum Specifications
• NCCA: Primary - Construction
• NCCA: Primary - Fabric and Fibre

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 25 min · Whole Class

Role Play: The Character Walk

Students wear their (unfinished) masks and try to walk across the room as that character. Peers observe and suggest one 'feature' to add to the mask to make the character's emotion (e.g., 'brave' or 'sneaky') clearer.

Predict how wearing a mask might alter a person's movement or speech.

Facilitation Tip

During 'The Character Walk,' remind students to exaggerate movements to match their mask’s character, not just walk normally.

What to look for

Students present their masks to a partner. The partner answers: 'What character or emotion does this mask represent?' and 'What is one strong construction technique you observe?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The Attachment Problem

Students are given a piece of elastic and a mask. They brainstorm with a partner three different ways to attach the string so the mask doesn't slip, then test their favorite method.

Design a mask that effectively conveys a specific emotion (e.g., scary, funny, brave).

Facilitation Tip

For 'The Attachment Problem,' provide a variety of fasteners (elastic, ties, clips) so students can compare what works best for different mask sizes.

What to look for

During construction, ask students to hold up their mask base and point to one area where they plan to add a 3D element. Ask: 'How will you attach this securely?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: 3D Features

Small groups experiment with folding and curling paper to create '3D parts' (like a snout or horns). They create a shared 'menu' of 3D techniques that the rest of the class can use for their masks.

Explain secure methods for attaching three-dimensional elements to a mask.

Facilitation Tip

In '3D Features,' have students sketch their planned depth additions on paper first to visualize how protrusion affects sight and balance.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are wearing your mask for five minutes. What challenges might you face with seeing or moving, and how could you adjust your design to improve it?'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teachers should model the construction process step-by-step, emphasizing iterative testing. Avoid rushing students through the wearability phase—let them problem-solve attachment and sightline issues independently. Research shows that students grasp construction techniques better when they troubleshoot in real time rather than just following instructions.

Successful learning looks like students who can explain how 3D features enhance visibility and character expression. They should demonstrate an understanding of functional design by testing how their mask stays on and moves with the body while maintaining clear sightlines.

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Watch Out for These Misconceptions

• During '3D Features,' watch for students who add depth without considering how it affects sightlines or balance.

  Have them hold their mask at arm’s length to simulate wearing it, then adjust or remove features that obstruct vision or make the mask too heavy.

• During 'The Attachment Problem,' watch for students who assume any glue or tape will work for holding the mask on the face.

  Provide a mirror and have them test the mask’s stability by tilting their head up and down while walking around the room.

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Methods used in this brief

• Role Play
• Think-Pair-Share
• Inquiry Circle