Kabuki masks - step by step
•Download as PPTX, PDF•
1 like•4,288 views
This document provides instructions for making Japanese Kabuki masks in a 7th grade core class. It includes a list of necessary materials, templates for cutting out the oval mask shapes, steps for transferring a face design using carbon paper, and directions for decorating, assembling, and finishing the masks by adding things like raffia hair. The finished masks will have the face design on only one side due to time constraints.
Report
Share
Report
Share
Recommended
Music of the Romantic Period (Brief History) (1820-1910) For Grade 9 Class MA...
A Brief Lesson on the Music of the Romantic Period (1820-1910)
For Grade 9 Music (Mapeh) Class
Content:
> Nationalism (meaning)
> Ludwig Van Beethoven
> Program Music
> Piano Music
> Concert Halls
Rubrics for southeast asian music
This document provides rubrics for evaluating vocal and instrumental performances of five Southeast Asian songs, as well as guidelines for basic musical improvisation. The singing rubric assesses melody, rhythm, pitch, and performance delivery. The instrumental performance rubric evaluates elements of music including pitch, rhythm, tone quality, and diction. A separate rubric is given for improvisation and examines rhythmic accuracy, tonal accuracy, creativity, and overall musical effect. Students are directed to perform the five songs from Southeast Asia using improvised instruments.
Mapeh dlp grade 8 (ARTS)
This lesson plan outlines a lesson on the arts and crafts of Southeast Asian countries. The students will learn about fabric designs, traditional clothing, and other arts from countries like Thailand, Cambodia, Laos, Vietnam, Indonesia, Malaysia, and Brunei. Activities include games to help students learn about these topics, as well as analyzing pictures and crafts from the different countries. Students will be assessed on their knowledge of the arts and crafts through matching activities and short answer questions. The goal is for students to understand and appreciate the artistic traditions of Southeast Asia.
The Dangers of Alcohol - MAPEH 8 (Health 4th Quarter)
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 2: The Dangers of Alcohol
This material is designed to inform your students about the dangers of alcohol and teach them the various strategies to prevent substance use and abuse.
Philippine Folk Dances with Asian Influence - MAPEH 8 (P.E. 4th Quarter)
The document discusses four Philippine folk dances with Asian influence: Binislakan, Sua-Ku-Sua, Pangalay, and Sakuting. It provides details on the meaning and origin of each dance, including the countries that influenced them. It describes the costumes, music, and movements involved in performing the dances. The dances originated from different regions in the Philippines and were influenced by countries like China, Malaysia, Indonesia, and others.
Music g10 2nd quarter latin american music
Latin American music developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like guiro, maracas, and flutes made from trees and animal parts. African music contributed complex rhythmic patterns from drums and percussion. Spanish-Portuguese influence brought Renaissance melodies. Popular genres that developed include samba, son, salsa, and others. Samba originated in Rio as a working class dance, while son fused Spanish songs and Cuban rhythms. Salsa combines elements from swing, Cuban, and Caribbean styles.
Quarter 2 health Grade 8
This document discusses courtship, dating, and marriage practices in the Philippines. It begins by defining courtship as the period before engagement and marriage when a couple gets to know each other. It then describes various traditional courtship practices across different regions of the Philippines, such as serenading, love potions, and household service. The document also compares infatuation and love, and lists factors to consider when choosing a lifelong partner like maturity, fidelity, commitment, and character. It concludes by discussing the importance of the Family Code of the Philippines in regulating marriage.
Recommended
Music of the Romantic Period (Brief History) (1820-1910) For Grade 9 Class MA...
A Brief Lesson on the Music of the Romantic Period (1820-1910)
For Grade 9 Music (Mapeh) Class
Content:
> Nationalism (meaning)
> Ludwig Van Beethoven
> Program Music
> Piano Music
> Concert Halls
Rubrics for southeast asian music
This document provides rubrics for evaluating vocal and instrumental performances of five Southeast Asian songs, as well as guidelines for basic musical improvisation. The singing rubric assesses melody, rhythm, pitch, and performance delivery. The instrumental performance rubric evaluates elements of music including pitch, rhythm, tone quality, and diction. A separate rubric is given for improvisation and examines rhythmic accuracy, tonal accuracy, creativity, and overall musical effect. Students are directed to perform the five songs from Southeast Asia using improvised instruments.
Mapeh dlp grade 8 (ARTS)
This lesson plan outlines a lesson on the arts and crafts of Southeast Asian countries. The students will learn about fabric designs, traditional clothing, and other arts from countries like Thailand, Cambodia, Laos, Vietnam, Indonesia, Malaysia, and Brunei. Activities include games to help students learn about these topics, as well as analyzing pictures and crafts from the different countries. Students will be assessed on their knowledge of the arts and crafts through matching activities and short answer questions. The goal is for students to understand and appreciate the artistic traditions of Southeast Asia.
The Dangers of Alcohol - MAPEH 8 (Health 4th Quarter)
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 2: The Dangers of Alcohol
This material is designed to inform your students about the dangers of alcohol and teach them the various strategies to prevent substance use and abuse.
Philippine Folk Dances with Asian Influence - MAPEH 8 (P.E. 4th Quarter)
The document discusses four Philippine folk dances with Asian influence: Binislakan, Sua-Ku-Sua, Pangalay, and Sakuting. It provides details on the meaning and origin of each dance, including the countries that influenced them. It describes the costumes, music, and movements involved in performing the dances. The dances originated from different regions in the Philippines and were influenced by countries like China, Malaysia, Indonesia, and others.
Music g10 2nd quarter latin american music
Latin American music developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like guiro, maracas, and flutes made from trees and animal parts. African music contributed complex rhythmic patterns from drums and percussion. Spanish-Portuguese influence brought Renaissance melodies. Popular genres that developed include samba, son, salsa, and others. Samba originated in Rio as a working class dance, while son fused Spanish songs and Cuban rhythms. Salsa combines elements from swing, Cuban, and Caribbean styles.
Quarter 2 health Grade 8
This document discusses courtship, dating, and marriage practices in the Philippines. It begins by defining courtship as the period before engagement and marriage when a couple gets to know each other. It then describes various traditional courtship practices across different regions of the Philippines, such as serenading, love potions, and household service. The document also compares infatuation and love, and lists factors to consider when choosing a lifelong partner like maturity, fidelity, commitment, and character. It concludes by discussing the importance of the Family Code of the Philippines in regulating marriage.
Q3-PPT-Music9 (Characteristics of Romantic Period).pptx
The document provides information about characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression. Beethoven helped bridge classical and romantic eras through passionate expression.
- Nationalism influenced music, seen in Chopin's Polonaises. Genres like ballades, rhapsodies and nocturnes developed for solo piano. Program music conveyed imagery without words.
- Romantic music had longer melodies, more chromaticism and dissonance, and larger orchestrations to showcase intense energy and passion.
Folk dances- Grade 7
This document provides an overview of traditional folk dances from the three main island groups of the Philippines - Luzon, Visayas, and Mindanao. It describes several distinct dances from each region, highlighting their origins and cultural significance. The dances often depict daily life or reflect the influence of Spanish colonization. Costumes and movements are used to portray activities like farming, fishing, and battle. The document aims to showcase the variety of cultural expressions across the Philippines' regions through traditional folk dances.
GRADE 10 Music week 1
The document discusses Impressionism in music, which originated in France in the late 19th century and was inspired by Impressionist painting, using techniques like irregular rhythms and modality to create moods and impressions rather than adhere to traditional structures. It identifies Claude Debussy and Maurice Ravel as the two leading composers of musical Impressionism, describing their backgrounds and most famous pieces like Debussy's Prelude to the Afternoon of a Faun and Ravel's Bolero.
Music 8 lesson #2 music of japan
Japanese music is based on human breathing intervals rather than strict timing. Traditional music includes gagaku orchestral performances and religious chanting, while modern J-Pop emerged in the 1990s. Instrumental music has a meditative quality and is performed with composure. Traditional instruments include strings like the koto and shamisen, and percussion like the kakko and shimedaiko. Wind instruments include the shakuhachi flute and ryuteki. Performance aims to demonstrate spiritual mastery rather than just technical skill.
Music 10 lesson #2 new music composers
The document discusses several Filipino composers who incorporate new music techniques and traditional Filipino elements. It provides biographical information and lists some of the works of composers Chino Toledo, Jose Maceda, Francisco Feliciano, and Lucresia Kasilag. Toledo combines Western and Southeast Asian styles. Maceda founded the UP Center of Ethnomusicology and incorporated avant-garde techniques with Asian philosophy. Feliciano conducted internationally and established the Asian Institute for Liturgy and Music. Kasilag played traditional instruments and was influenced by her exposure to Philippine folk music through Bayanihan.
MUSIC OF THE RENAISSANCE PERIOD
During the Renaissance period from 1400-1600, interest in music revived as authority of the church lessened. This led to developments like secular music rising in prominence and polyphonic imitation between voice parts. Important innovations included the invention of music printing, which helped spread music, as well as word painting where music illustrated the text. Major Renaissance composers like Josquin des Prez, Palestrina, Lassus, and William Byrd composed influential sacred pieces like masses and motets as well as secular works like madrigals.
Grade 10 quarter iii media based arts and design
1. Photography was originally viewed as a technical process of capturing light and images, as evidenced by its Greek roots meaning "light writing."
2. While initially not considered an art form, 20th century photographers elevated photography to an aesthetic art through skillful composition and framing of moments.
3. Two key aspects of photography that contribute to its power as a communication tool are its ability to capture authentic details of a moment in time.
Grade 8 ARTS
The document provides information about traditional arts from several East Asian countries including Japan, China, North Korea. It discusses painting styles, folk arts, performance arts, and crafts. Some key points mentioned are Ukiyo-e paintings and origami in Japan, Chinese painting principles, calligraphy, paper cutting, masks in Peking Opera and Korea. Traditional architecture, textiles, and ceremonies involving burning paper are also summarized.
Music of china
The document provides information about music in China. It discusses the origins of Chinese music dating back thousands of years. Traditional Chinese music is based on Confucian teachings and aims to purify thoughts rather than amuse. It uses a pentatonic scale and distinctive rhythms, textures, and timbres. Instrumental music is often heterophonic. The document also describes various Chinese musical instruments grouped by the materials they are made of like metal, wood, bamboo, silk and more.
Arts of the Renaissance and Baroque Period MAPEH 9
Arts of the Renaissance and Baroque Period MAPEH 9, Famous Composers of the Renaissance and Baroque Period and their compositions
4th quarter music 8 traditional asian theater
This document discusses traditional Asian theater, focusing on Wayang Kulit shadow puppet theater from Indonesia. It describes how Wayang Kulit performances use flat leather puppets to tell stories from Hindu epics like Mahabharata and Ramayana. The puppets are manipulated by a performer called a Dalang who narrates the story and cues live gamelan music. The gamelan provides melodies and rhythms that enhance the performance and delineate different sections through the use of gongs.
Gateway drugs
Gateway drugs are substances like cigarettes and alcohol that are legal and widely accepted but can increase a person's risk of using illegal drugs. Cigarettes and alcohol are considered gateway drugs because they are readily available and socially acceptable, leading many people to use them and potentially progress to harder substances. Studies show that a large portion of Filipino teenagers have smoked cigarettes and tobacco-related deaths in the Philippines remain high, indicating that prevention efforts are needed, especially for curious and risk-taking youth.
ART 9 FIRST QUARTER
Here is a comparison of two sculptures from different eras using the indicators you provided:
Name of Sculpture 1: The Pharaoh Menkaure and his Queen
Period/Era: Egyptian Era, 4th Dynasty, 2548-2530 BCE
Name of Sculpture 2: The Discobulus
Period/Era: Classical Greek Era, created by Myron in 450 BCE
Materials used:
Menkaure and his Queen - Stone
The Discobulus - Bronze
The use of elements of arts in the sculpture:
Menkaure and his Queen - Simple shapes, rigid postures. Minimal detail.
The Discobulus - Dynamic curved shapes showing tension
MAPEH Grade 9 - Arts of the Renaissance Period - Second Quarter
MAPEH Grade 9 - Arts of the Renaissance Period - Second QuarterTalangan Integrated National High School
The document provides information about arts of the Renaissance period from 1400-1600. It discusses three famous Renaissance artists - Michelangelo, Leonardo da Vinci, and Raphael - and some of their most famous works. Michelangelo's works discussed include the Pieta, David, Bacchus, Dying Slave, Dawn, and Dusk sculptures. Leonardo da Vinci's works mentioned are The Last Supper mural, Mona Lisa painting, Vitruvian Man drawing, and Virgin of the Rocks painting. Raphael's works highlighted are The Sistine Madonna painting and The School of Athens fresco. The document also briefly covers the early Renaissance sculptor Donatello and some ofThe Dangers of Cigarette Smoking - MAPEH 8 (Health 4th Quarter)
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 1: The Dangers of Cigarette Smoking
This material is designed to inform your students about the dangers of cigarette smoking and teach them the various strategies to prevent substance use and abuse.
PRINCIPLES OF ARTS
This document discusses the principles of art used in architecture, sculpture, and everyday objects in Luzon, Philippines. It defines the principles of balance, emphasis, rhythm, unity and variety, movement, scale and proportion. It then provides examples of architectural and artistic works from Luzon and analyzes how the principles of art are demonstrated in the intricate designs of houses in Calle Crisologo and the jewelry of Meycauayan, Bulacan. Artists can appreciate the mastery of local craftsmen by examining how the elements come together through principles like pattern, contrast, and harmony.
Music g9 q1
This document outlines the content standards, performance standards, and learning competencies for music students in the first quarter. It covers three historical periods of music: the Medieval period from 700-1400 AD, including Gregorian chants and troubadour music; the Renaissance period from 1400-1600 AD, including masses and madrigals; and the Baroque period from 1685-1750 AD, including concerto grosso and oratorio forms. Students will learn about the cultural backgrounds of these eras and perform songs, describe musical elements, and relate the music to history. They will also explore other arts from these time periods and improvise accompaniments.
Japanese Theater - MAPEH 8 (Music 4th Quarter)
This document discusses traditional Japanese theater forms such as Noh and Kabuki. It explains that Noh is a classical theater form that began in the 16th century, while Kabuki originated in entertainment districts but became very popular. Both forms reflect different social classes and time periods but use traditional Japanese pentatonic scales and vocalization techniques adapted from forms like narrative joruri singing. Accompanying music is typically provided by the shamisen instrument.
Arts and Crafts - MAPEH 8 (Arts 1st Quarter)
MAPEH 8 1st Quarter - Southeast Asian Arts
Lesson 2: Arts and Crafts
A. Thailand
B. Cambodia
C. Laos
D. Vietnam
E. Indonesia
F. Malaysia
G. Brunei
Grade 7 music and arts 4th quarter
This document provides information about Philippine festivals and theatrical forms. It begins with an introduction and objectives. It then describes several major religious and non-religious festivals celebrated in the Philippines, including details about their origins, dates, locations, and cultural significance. Examples provided are the Pahiyas Festival, Ati-Atihan Festival, Sinulog Festival, and Dinagyang Festival. The document also outlines important Philippine theatrical forms like Moro-Moro, Sarswela, and Senakulo. It concludes with activity sheets for students. In summary, the document serves as a guide to teach students about the diverse musical and performance traditions integral to Philippine culture and identity.
Kabuki of Japan by Group One VIII - Acapulco (1)
Kabuki is a traditional Japanese form of theater known for stylized drama performed by male actors. Key features include the hanamichi stage walkway, revolving stages, trapdoors, and stylized makeup. Plays fall into categories like historical jidaimono, domestic sewamono, or dance pieces. Elements include dramatic poses called mie and distinctive actor categories like aragoto male roles. Costumes, props, and elaborate quick changes are also important artistic elements of Kabuki theater.
Grade 8 Music and Arts Module
The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. Singers often perform with the musical ensembles.
More Related Content
What's hot
Q3-PPT-Music9 (Characteristics of Romantic Period).pptx
The document provides information about characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression. Beethoven helped bridge classical and romantic eras through passionate expression.
- Nationalism influenced music, seen in Chopin's Polonaises. Genres like ballades, rhapsodies and nocturnes developed for solo piano. Program music conveyed imagery without words.
- Romantic music had longer melodies, more chromaticism and dissonance, and larger orchestrations to showcase intense energy and passion.
Folk dances- Grade 7
This document provides an overview of traditional folk dances from the three main island groups of the Philippines - Luzon, Visayas, and Mindanao. It describes several distinct dances from each region, highlighting their origins and cultural significance. The dances often depict daily life or reflect the influence of Spanish colonization. Costumes and movements are used to portray activities like farming, fishing, and battle. The document aims to showcase the variety of cultural expressions across the Philippines' regions through traditional folk dances.
GRADE 10 Music week 1
The document discusses Impressionism in music, which originated in France in the late 19th century and was inspired by Impressionist painting, using techniques like irregular rhythms and modality to create moods and impressions rather than adhere to traditional structures. It identifies Claude Debussy and Maurice Ravel as the two leading composers of musical Impressionism, describing their backgrounds and most famous pieces like Debussy's Prelude to the Afternoon of a Faun and Ravel's Bolero.
Music 8 lesson #2 music of japan
Japanese music is based on human breathing intervals rather than strict timing. Traditional music includes gagaku orchestral performances and religious chanting, while modern J-Pop emerged in the 1990s. Instrumental music has a meditative quality and is performed with composure. Traditional instruments include strings like the koto and shamisen, and percussion like the kakko and shimedaiko. Wind instruments include the shakuhachi flute and ryuteki. Performance aims to demonstrate spiritual mastery rather than just technical skill.
Music 10 lesson #2 new music composers
The document discusses several Filipino composers who incorporate new music techniques and traditional Filipino elements. It provides biographical information and lists some of the works of composers Chino Toledo, Jose Maceda, Francisco Feliciano, and Lucresia Kasilag. Toledo combines Western and Southeast Asian styles. Maceda founded the UP Center of Ethnomusicology and incorporated avant-garde techniques with Asian philosophy. Feliciano conducted internationally and established the Asian Institute for Liturgy and Music. Kasilag played traditional instruments and was influenced by her exposure to Philippine folk music through Bayanihan.
MUSIC OF THE RENAISSANCE PERIOD
During the Renaissance period from 1400-1600, interest in music revived as authority of the church lessened. This led to developments like secular music rising in prominence and polyphonic imitation between voice parts. Important innovations included the invention of music printing, which helped spread music, as well as word painting where music illustrated the text. Major Renaissance composers like Josquin des Prez, Palestrina, Lassus, and William Byrd composed influential sacred pieces like masses and motets as well as secular works like madrigals.
Grade 10 quarter iii media based arts and design
1. Photography was originally viewed as a technical process of capturing light and images, as evidenced by its Greek roots meaning "light writing."
2. While initially not considered an art form, 20th century photographers elevated photography to an aesthetic art through skillful composition and framing of moments.
3. Two key aspects of photography that contribute to its power as a communication tool are its ability to capture authentic details of a moment in time.
Grade 8 ARTS
The document provides information about traditional arts from several East Asian countries including Japan, China, North Korea. It discusses painting styles, folk arts, performance arts, and crafts. Some key points mentioned are Ukiyo-e paintings and origami in Japan, Chinese painting principles, calligraphy, paper cutting, masks in Peking Opera and Korea. Traditional architecture, textiles, and ceremonies involving burning paper are also summarized.
Music of china
The document provides information about music in China. It discusses the origins of Chinese music dating back thousands of years. Traditional Chinese music is based on Confucian teachings and aims to purify thoughts rather than amuse. It uses a pentatonic scale and distinctive rhythms, textures, and timbres. Instrumental music is often heterophonic. The document also describes various Chinese musical instruments grouped by the materials they are made of like metal, wood, bamboo, silk and more.
Arts of the Renaissance and Baroque Period MAPEH 9
Arts of the Renaissance and Baroque Period MAPEH 9, Famous Composers of the Renaissance and Baroque Period and their compositions
4th quarter music 8 traditional asian theater
This document discusses traditional Asian theater, focusing on Wayang Kulit shadow puppet theater from Indonesia. It describes how Wayang Kulit performances use flat leather puppets to tell stories from Hindu epics like Mahabharata and Ramayana. The puppets are manipulated by a performer called a Dalang who narrates the story and cues live gamelan music. The gamelan provides melodies and rhythms that enhance the performance and delineate different sections through the use of gongs.
Gateway drugs
Gateway drugs are substances like cigarettes and alcohol that are legal and widely accepted but can increase a person's risk of using illegal drugs. Cigarettes and alcohol are considered gateway drugs because they are readily available and socially acceptable, leading many people to use them and potentially progress to harder substances. Studies show that a large portion of Filipino teenagers have smoked cigarettes and tobacco-related deaths in the Philippines remain high, indicating that prevention efforts are needed, especially for curious and risk-taking youth.
ART 9 FIRST QUARTER
Here is a comparison of two sculptures from different eras using the indicators you provided:
Name of Sculpture 1: The Pharaoh Menkaure and his Queen
Period/Era: Egyptian Era, 4th Dynasty, 2548-2530 BCE
Name of Sculpture 2: The Discobulus
Period/Era: Classical Greek Era, created by Myron in 450 BCE
Materials used:
Menkaure and his Queen - Stone
The Discobulus - Bronze
The use of elements of arts in the sculpture:
Menkaure and his Queen - Simple shapes, rigid postures. Minimal detail.
The Discobulus - Dynamic curved shapes showing tension
MAPEH Grade 9 - Arts of the Renaissance Period - Second Quarter
MAPEH Grade 9 - Arts of the Renaissance Period - Second QuarterTalangan Integrated National High School
The document provides information about arts of the Renaissance period from 1400-1600. It discusses three famous Renaissance artists - Michelangelo, Leonardo da Vinci, and Raphael - and some of their most famous works. Michelangelo's works discussed include the Pieta, David, Bacchus, Dying Slave, Dawn, and Dusk sculptures. Leonardo da Vinci's works mentioned are The Last Supper mural, Mona Lisa painting, Vitruvian Man drawing, and Virgin of the Rocks painting. Raphael's works highlighted are The Sistine Madonna painting and The School of Athens fresco. The document also briefly covers the early Renaissance sculptor Donatello and some ofThe Dangers of Cigarette Smoking - MAPEH 8 (Health 4th Quarter)
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 1: The Dangers of Cigarette Smoking
This material is designed to inform your students about the dangers of cigarette smoking and teach them the various strategies to prevent substance use and abuse.
PRINCIPLES OF ARTS
This document discusses the principles of art used in architecture, sculpture, and everyday objects in Luzon, Philippines. It defines the principles of balance, emphasis, rhythm, unity and variety, movement, scale and proportion. It then provides examples of architectural and artistic works from Luzon and analyzes how the principles of art are demonstrated in the intricate designs of houses in Calle Crisologo and the jewelry of Meycauayan, Bulacan. Artists can appreciate the mastery of local craftsmen by examining how the elements come together through principles like pattern, contrast, and harmony.
Music g9 q1
This document outlines the content standards, performance standards, and learning competencies for music students in the first quarter. It covers three historical periods of music: the Medieval period from 700-1400 AD, including Gregorian chants and troubadour music; the Renaissance period from 1400-1600 AD, including masses and madrigals; and the Baroque period from 1685-1750 AD, including concerto grosso and oratorio forms. Students will learn about the cultural backgrounds of these eras and perform songs, describe musical elements, and relate the music to history. They will also explore other arts from these time periods and improvise accompaniments.
Japanese Theater - MAPEH 8 (Music 4th Quarter)
This document discusses traditional Japanese theater forms such as Noh and Kabuki. It explains that Noh is a classical theater form that began in the 16th century, while Kabuki originated in entertainment districts but became very popular. Both forms reflect different social classes and time periods but use traditional Japanese pentatonic scales and vocalization techniques adapted from forms like narrative joruri singing. Accompanying music is typically provided by the shamisen instrument.
Arts and Crafts - MAPEH 8 (Arts 1st Quarter)
MAPEH 8 1st Quarter - Southeast Asian Arts
Lesson 2: Arts and Crafts
A. Thailand
B. Cambodia
C. Laos
D. Vietnam
E. Indonesia
F. Malaysia
G. Brunei
Grade 7 music and arts 4th quarter
This document provides information about Philippine festivals and theatrical forms. It begins with an introduction and objectives. It then describes several major religious and non-religious festivals celebrated in the Philippines, including details about their origins, dates, locations, and cultural significance. Examples provided are the Pahiyas Festival, Ati-Atihan Festival, Sinulog Festival, and Dinagyang Festival. The document also outlines important Philippine theatrical forms like Moro-Moro, Sarswela, and Senakulo. It concludes with activity sheets for students. In summary, the document serves as a guide to teach students about the diverse musical and performance traditions integral to Philippine culture and identity.
What's hot (20)
Q3-PPT-Music9 (Characteristics of Romantic Period).pptx
Q3-PPT-Music9 (Characteristics of Romantic Period).pptx
Arts of the Renaissance and Baroque Period MAPEH 9
Arts of the Renaissance and Baroque Period MAPEH 9
MAPEH Grade 9 - Arts of the Renaissance Period - Second Quarter
MAPEH Grade 9 - Arts of the Renaissance Period - Second Quarter
The Dangers of Cigarette Smoking - MAPEH 8 (Health 4th Quarter)
The Dangers of Cigarette Smoking - MAPEH 8 (Health 4th Quarter)
Viewers also liked
Kabuki of Japan by Group One VIII - Acapulco (1)
Kabuki is a traditional Japanese form of theater known for stylized drama performed by male actors. Key features include the hanamichi stage walkway, revolving stages, trapdoors, and stylized makeup. Plays fall into categories like historical jidaimono, domestic sewamono, or dance pieces. Elements include dramatic poses called mie and distinctive actor categories like aragoto male roles. Costumes, props, and elaborate quick changes are also important artistic elements of Kabuki theater.
Grade 8 Music and Arts Module
The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. Singers often perform with the musical ensembles.
Impuls Tv Vas Multimedialny Pomocnik V Predajni
ImpulsTV je najnovším trendom v oblasti digitálnej reklamy v mieste predaja. Predstavte si, že existuje
reklamné médium, ktoré spája výhody televízie, POS, plagátu, banneru, internetu, letáku a totemu. Teraz
si to už nemusíte len predstavovať, je to realita.
ImpulsTV je revolúcia v in-store komunikácii a podpore predaja, ktorej poslaním je
presvedčiť zákazníkov.
Kabuki for the Art Classroom
Kabuki, Noh, and Bunraku are three forms of traditional Japanese theater that developed between the 14th and 16th centuries. Kabuki was invented in the 16th century for commoners and merchants and uses colorful costumes, wigs, heavy makeup, masks and elaborate props and scenery to convey action-packed and humorous stories. Noh was invented earlier in the 14th century for upper classes and features simpler costumes and props. Bunraku was also created in the 16th century and aimed to entertain all audiences using puppetry.
Music kabuki
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
Videos - http://brisktopia.com/K4A
FB page - http://brisktopia.com/Knf
Choir sheets are also available just ping me- http://brisktopia.com/PVd
Kabuki theatre
Kabuki is a traditional Japanese dance-drama form of theater that originated in the 17th century. It features elaborate costumes, dramatic makeup, and extravagant wigs to convey characters and their emotions to audiences. The theater relies heavily on music to set the mood and cue actors. Kabuki makeup uses specific colors and lines on the face to symbolize traits like passion and villainy. Costumes are also colorful and elaborate. Kabuki continues to influence other art forms and entertain audiences today.
East asian art grade 8 K-12 Arts TopicSecond Quarter
East Asian painting originated in ancient times and was influenced by the philosophies of Confucianism, Daoism, and Buddhism. The main subjects of paintings varied between countries, with China focusing on landscapes, flowers, birds, and animals inspired by Daoist harmony with nature. Japanese paintings depicted scenes of everyday life, while Korean paintings included landscapes, folk art, plants, and portraits. Painting mediums included silk, paper, woodblocks, and face/mask painting for theater. Color symbolism was important for face painting in Chinese opera and Japanese Kabuki theater. Paper arts also have religious and cultural significance in East Asian traditions.
K-12 Curriculum Grade 8 music third quarter topicSouth Asian Music MUsic of ...
The document provides information on traditional music from South Asia. It discusses the main classical vocal and instrumental genres. For vocal music, it describes Hindustani and Carnatic traditions which developed over centuries and use melismatic singing. The major instrumental categories discussed are membranes (drums), wind instruments, and plucked/bowed strings. It provides details on instruments within each category like the tabla, bansuri flute, sitar, and sarangi. The text also classifies musical instruments used in Indian classical music into five traditional types based on their method of sound production.
Art gr. 7 lm (q4 module8)visual in philippine drama & festivalsjuly5,2012
The document provides an overview of art and drama in Philippine culture. It discusses how Filipinos have historically incorporated art into their lives through ornaments, decorations, and other items. It notes that drama has also been an important part of Filipino culture from traditional forms like dances that tell stories to modern forms like telenovelas. The document outlines expectations for understanding how art is integrated into Philippine festivals and dramas through analyzing elements like costumes, settings, and symbols. It provides descriptions and images of various traditional and modern forms of Philippine drama as well as festivals celebrated in different regions of the country.
Viewers also liked (9)
East asian art grade 8 K-12 Arts TopicSecond Quarter
East asian art grade 8 K-12 Arts TopicSecond Quarter
K-12 Curriculum Grade 8 music third quarter topicSouth Asian Music MUsic of ...
K-12 Curriculum Grade 8 music third quarter topicSouth Asian Music MUsic of ...
Art gr. 7 lm (q4 module8)visual in philippine drama & festivalsjuly5,2012
Art gr. 7 lm (q4 module8)visual in philippine drama & festivalsjuly5,2012
Similar to Kabuki masks - step by step
Drawing distorted self-portraits 2017 grade 6
This document outlines procedures and responsibilities for students in art class, including bringing necessary supplies, cleaning up, and being respectful of tools and other students' artwork. It also discusses elements of art like line, shape, color and texture that are building blocks of art. Several portrait drawing activities are described where students will take self-portrait photos, draw facial features and proportions, and experiment with techniques like continuous line drawing and using charcoal to create shades and highlights. The goal is for students to create a final self-portrait drawing on A3 paper using these techniques.
Express yourself portrait 2021 version 2 grade 6
This document provides instructions for a Year 6 art unit on portraits. It outlines various activities for students to explore different portrait drawing techniques including observational drawing, continuous line drawing, and using shading to create 3D effects. Students will take self-portraits from different angles and experiment with materials like charcoal and pastels. They will analyze famous portraits, create portraits in styles inspired by artists like Tim Burton, and reflect on their learning through a final self-portrait. The goal is for students to express themselves through portraiture while learning key art elements and techniques.
Drawing distorted selfportrait 2017 grade 6
This document provides instructions for an art class. It outlines procedures for the class including bringing necessary supplies and cleaning up. It discusses elements of art like texture, color, shape, and line. It describes several portrait drawing activities where students will take photos of themselves, draw self-portraits using different techniques, and experiment with warping photos. Charcoal techniques are also practiced. The goal is for students to create a front cover design and main self-portrait drawing in their visual diaries.
Drawing 2018 year 6
1) The document provides instructions for Year 6 art students on various portrait drawing activities and techniques. It discusses elements of art, taking self-portrait photos from different angles, and developing technical skills in portrait drawing.
2) Students are instructed to experiment with portrait drawing styles like caricatures and observational drawings using a selfie as a reference. They also take photos of each other from different angles to incorporate into a digital collage.
3) The final activity has students beginning their main portrait drawing on A3 paper, with the goal of having the portrait be roughly A4 in size. Throughout, the document emphasizes developing skills in different portrait styles and techniques.
Express yourself portrait 2020 grade 6
This document outlines activities for a Year 6 art class unit on portraiture. It includes instructions for various portrait drawing exercises using different styles and techniques. Students are asked to create self-portraits in the styles of Simpsons characters, manga, and Australian artist Dell Barton. They also study famous portraits and analyze the use of art elements. The final activity involves students reflecting on their three self-portraits and the artistic techniques and concepts they explored.
DESIGN PROJECT 1 FULL BRIEF
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch 10 examples of design elements found in nature and the built environment, and produce one additional artwork exploring elements. They must explain their work.
2) Working in groups, students will create 9 artworks using everyday objects to demonstrate design principles. They must also produce presentation boards explaining the artworks. The project aims to teach design processes, elements, and principles. Students will be assessed based on demonstrated understanding, creativity, and quality of work.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using daily items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding, originality, and technical skills shown in the artworks and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using daily items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding, originality, and artwork quality. References are provided to aid independent student research.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2) (1).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using daily items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding, originality, and artwork quality. References are provided to aid independent student research.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
Design project one - full b rief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
Design project one - full b rief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
Design projectone-fullbrief-150210111409-conversion-gate01 (1)
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry, pattern, and emphasis. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and workmanship quality shown in their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry, pattern, and emphasis. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality shown in their sketches, artworks, and explanations.
Design projectone-fullbrief-150210111409-conversion-gate01
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry, pattern, and emphasis. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality shown in their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality. References are provided to support independent research.
Design Assignment 1a Full Brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and workmanship quality shown in their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
Similar to Kabuki masks - step by step (20)
Design projectone-fullbrief-150210111409-conversion-gate01 (1)
Design projectone-fullbrief-150210111409-conversion-gate01 (1)
Design projectone-fullbrief-150210111409-conversion-gate01
Design projectone-fullbrief-150210111409-conversion-gate01
More from Jenna Freck
Arcimboldo and Renaissance illusion
The works of Guiseppe Arcimboldo and a follow up project for 7th Grade Renaissance studies / arts integration
by KC Rosenberg and Inbal Graham
George Washington and Gilbert Stuart
Presentation on portraiture and art history and it's relevance in US History and the Federalist period. Focus is on George Washington and Gilbert Stuart.
Greek vaselessonslideshow3
Ancient Greek pottery provided important insights into Greek history and culture. Potters and painters created ornately decorated pottery using various techniques like black figure and red figure styles to depict scenes from Greek myths and everyday life. Pottery vessels served many functional purposes and provided clues about their intended uses based on their shape and decorative scenes. Though pottery was primarily utilitarian, the artistic designs have enduring significance as they offer historians a wealth of information about ancient Greek society.
Hebrews with notes 2
The document discusses various nomadic art forms and traditions of Hebrews/Jews, including:
- The tallit (prayer shawl) that reminds Jews of God's protection and wrapping God's laws.
- The Torah, which in its broadest sense encompasses the entire body of Jewish teachings including the first five books of the Bible.
- Symbolic objects like the menorah, dreidel, mezuzah and ketubah (Jewish marriage contract) that are important in Judaism.
- Art forms like paper cutting that traveled with nomadic Hebrews and how humor was also an important form of expression when people were persecuted.
Write Like an Egyptian!
The document provides an overview of ancient Egyptian art and culture from the Old, Middle, and New Kingdoms. It describes hieroglyphic writing and various Egyptian gods. Examples of Egyptian art are given such as reliefs, sculptures, paintings, jewelry, and hieroglyphic inscriptions found on items like the Rosetta Stone. Characteristics of Egyptian art include its symbolic nature, use in tombs to depict the afterlife, and idealization of Egyptian royalty.
Roman mosaicsfinal
Mosaics are pictures or decorations made of small pieces of materials like stone, glass, or ceramic. The art of mosaics dates back to ancient times and was widely used by the Romans to depict gods, daily life, and geometric patterns. Ravenna, Italy is particularly renowned for its well-preserved Byzantine mosaics from the 5th-6th centuries depicting emperors and religious scenes. Mosaics continue to be an artistic medium today through works by modern artists like Niki de Saint Phalle and references to past designs.
Roman mosaics
Overview of ancient Roman mosaics and mosaics in general - LMS Art Docent, 6th grade Core / Ancient Civilizations...
Lincoln Middle School 6th grade Art Docent!
Slide show that encompasses the Lincoln Middle School 6th grade art docent program. This show will be modified as the program grows.
Mandalas All Around Us2[1]
Mandalas can be found in many cultures and traditions around the world. They generally take the form of a circle or polygon and are used as tools for reflection, meditation, and centering. Religiously, mandalas originated in Hinduism and Buddhism in India, where they are drawn outside homes and temples for blessings and protection. Traditionally, mandalas have been made out of materials like sand, but now they are also created using paint, chalk, collage materials, and other mediums.
Mandalas by Kim Lionelli!
Mandalas created by Kim Lionelli. We showed these to 6th graders to inspire them in making their own mandalas! Painted on silk.
http://www.kimlionelli.com
Lascaux Cave Art6th Grade Lms
The document discusses several prehistoric painted caves in France and Spain that were inhabited 17,000 to 30,000 years ago during the Stone Age. The caves at Lascaux and Chauvet contain paintings of animals like horses, bulls, and rhinos created using pigments from the earth and illuminated with torches. While people may have lived in the caves, the purpose of the artwork remains unclear but provides insight into the lives and culture of prehistoric humans.
Lascaux Cave Art
The document summarizes prehistoric cave art found in the Lascaux and Chauvet caves in France and other sites around the world. It discusses when the caves were discovered, how the paintings were created between 17,000-30,000 years ago using materials like pigments and torches, and what subjects were commonly depicted, including animals but few humans. The significance of the art is that it reflects the lifeways of prehistoric peoples during the Ice Age.
More from Jenna Freck (12)
Recently uploaded
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpElevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Recently uploaded (20)
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Kabuki masks - step by step
- 1. Japanese Kabuki Masks 7th grade core class
- 2. Intro and Set-up Slide Show 1. (Kabuki) 2. Makeup Also there are slides at the end of this document. Materials: Templates, Staplers, Scissors, Raffia, Tape, popsicle sticks Carbon paper for transfer of image mech. pencils for tracing/transfer Pens -- black, red, and gold
- 3. Pictures... These are some Kabuki designs that can be traced on to the oval template after it’s cut out. This can help students place the eyes. nose and lips.
- 4. Step by Step
- 5. Final steps... Final step: Staple around the mask, then put stick in between the tabs at the bottom, then wrap with black tape (see finished product)
- 7. Transfer using carbon paper. 1.Tape one oval to the table. 2.Tape the graphite paper graphite down on top of the oval. hinge tape at top. 3. Tape the image of the face on top of the graphite paper, ready to trace, hinge the tape at top ( make a sandwich with graphite in the middle face down) 4. Trace with hard tip pencil or pen tool over the xerox face to insure transfer.
- 10. Mask cut out, stapled, popsicle stick added and taped
- 11. Adding Raffia For Hair ( optional) Students can place hair on top of the head or even to make a beard 1. use hole punch to punch through the mask 2. cut raffia about 12-14 inches 3. tie the raffia through the mask about halfway through double it for thicker hair. tie in a full knot for a more even knot.
- 12. Finished masks! Faces will be on only one side (due to time)