This project proposes a mask-making project for secondary 3 visual arts students. It uses a three-stage project-based learning approach incorporating ICT elements. In stage one, students research mask styles from around the world online and in books. In stage two, they create 3D masks using corrugated paper, learning skills through video tutorials. In stage three, students present their masks using multimedia, which are recorded and shared online. The teacher guides students and helps them find resources, while students take ownership over their learning. ICT facilitates instruction and allows students to research, document their work, and present their final projects.

1. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
UIIT assessment item 1
Visual arts and Information and communication technology Project-based learning proposal
Subject: Visual arts (VA)
Level: Secondary 3
Main theme: Mask of the world
Learning objective:
1) Developing Creativity and Imagination
Create an identity
Design a full face mask with descriptive details and portray specific character
2) Developing Skills and Processes
Create a full face mask with features by using corrugated paper
Add found materials or hinged parts and extensions
Build up three dimensions from the flat surface
Paint decorative pattern
3) Cultivating Critical Responses
Study the characteristics of masks - note design elements
Appreciate classmate’s creation and give feedback from group presentation
4) Understanding Arts in Context

2. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
Understand why people in many lands create masks
Appreciate and compare masks in different style, culture and period
Generic skills:
To develop presentation, collaborative skills in group presentation
To enhance ICT skills in researching materials through different media
The PBL activities will be carried out in three stages as follow:
Stage One: Pre-production
Lesson Content The ICT elements have been used The ICT elements have been used
(teacher’s activities) (students’ activities)
One Introduce the mask around the Youtube video clip resources ---------------
world
Website
Powerpoint
Two Students’ in group will going to Some useful website will be Searching related pictures and
choose a style of mask and introduced to students information in internet
research on it in internet or books
for preparing their design in next
lesson
Stage Two: Production (Art-making)
Lesson Content The ICT elements have been used The ICT elements have been used
(teacher’s activities) (students’ activities)
One & Two Introduce some of the skills to form Video tape the steps in advanced Photo taking for the process of art
a 3D by corrugated paper (video editing software and skills is making in order for further building
required) and showing in powerpoint the e-portfolio for presentation

3. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
in addition to the demonstration
Stage Three: Presentation
Lesson Content The ICT elements have been used The ICT elements have been used
(teacher’s activities) (students’ activities)
One & Two - Each group will have presentation Video-tape their presentation and ---------------
with their mask in any format: will be uploaded to e-class and let
drama, presentation with students download later
powerpoint, role play etc.
- Peer assessment and teacher
assessment on the presentation
Role of teacher in this PBL
The role of teacher is more like a facilitator or pilot in the student-centered art room instead of knowledge deliver. Teachers is a
guide who helps them reach the artistic destination they choose rather than only giving instructions and assign specific mask style
for students to make. Also, teacher can offer suggestion and expertise to direct students to appropriate resources and cultivate their
problem-solving skills. Students have to take ownership of their learning. Therefore, they will be more engages and motivated in
their studies. In other words, they become more active learner.
The role/ importance of ICT in your design
Teacher’s teaching and students’ learning is facilitated with utilizing internet resources and software.

4. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
Marking criteria (Teacher’s marking)
Distinction Very Good Satisfactory Just Fair Poor Score
A+ B+ C+ D+ D
A B C D−
A− B− C− E
Presentation Skills - Outstanding Very good (B+), Satisfactory (C+), Just fair Poor (D), very
good (B, B-) average (C), fair - Little poor (D-)
& Design Skills - Fluent in generation - Systematic (C-) generation of - Inadequate
generation of - Adequate ideas generation of
of creative ideas ideas - Some generation - Insufficient ideas
- Insightful - Convincing of ideas interpretation of - Limited
interpretation of - Reasonable the theme chosen interpretation
interpretation of the the theme chosen interpretation of - Inefficient use of the theme
theme chosen - Competent use of the theme chosen of media and chosen
media and tools - Routine use of tools - Incompetent
- Innovative use of - Evidence of ideas media and tools - Incomplete ideas use of media
development and - Evidence of development and and tools
media and tools
investigation adequate ideas investigation - Ineffective
- Expressive ideas - Effective use of development and - Insensitive use ideas
visual language investigation of visual development
development and in- - Valid analysis of - Satisfactory use and
language
depth investigation art of self and of visual - Fair analysis of investigation
peers language art of self and - Incapable
with meaning - Personal style - Acceptable peers use of visual
- Sensitive use of analysis of art of language
self and peers - Little analysis
visual language of art of self
- Critical analysis of and peers
art of self and peers

5. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
- Distinct personal
artistic style
Peer assessment
Group no:
Theme of the mask:
Distinction Good Satisfactory Just Fair Fail Score
5 4 3 2 1

6. ITCE Upper Intermediate Level (UIIT) | Assessment item 1 To design a project-based learning proposal (with appropriate IT elements) for teaching and
learning a particular subject and topic. | Chan Chun Har Emily (09461752)
Presentation Skills
Design Skills
Total：