Japanese Noh Masks
By Heather Pieters
General Description:
Noh is a classical Japanese performance form based on the subtle interplay of drama, dance, music, and poetry. The form
developed during the 14th and 15th centuries. Noh plays are slow-moving dramas most often focused on one central char-
acter. These characters are typically a god, a warrior, a beautiful woman, courtiers, and demons or supernatural beings.
Characters are less individuals than embodiments of changing emotional qualities—joy, sadness, anger, longing, despair.
The costume ensemble consists of robes, skirts, sashes, and masks. The combination of these elements plays a primary role
in the characterization of age, gender, social status, and emotional state. Masks create expressions that shout, whisper,
scream, purr, growl, and are silent—the words of the actor are not spoken but conveyed through the mask itself. The most
effective Noh masks are the ones that evoke the greatest reaction and a strong emotion from the theater audience.
Objective:
Students will create an expressive mask that communicates an emotion of their choice.
Time:
Allow 1 to 1.5 hours for the art project and clean up.
Grade Level:
Appropriate for all elementary grade levels.
Suggested Standards to consider for this lesson:
Art:
Demonstrate the use of the conventions of facial and figure proportions.
Create representational figures and portraits that communicate feelings and moods.
Express moods and feelings in their artwork through intentional choice of materials and processes.
Create works of art that are inspired by dance, music, or theatre.
Identify, describe, and analyze the art elements of color, shape, line, texture, space, with an emphasis on form as they
are used in works of art.
History/Social Studies:
Prepare students for the study of Japan. Students study the social, cultural, and technological changes that occurred
in Asia.
Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Have students locate the origins of Noh Theater.
Theater:
Use the vocabulary of theatre, such as pretend, imagination, movement, and audience to describe theatrical experiences.
Students analyze the role and development of theatre in past and present cultures throughout the world, noting
diversity as it relates to theatre.
Perform in group improvisational theatrical games that develop cooperative skills and concentration.
Design and create masks, puppets, props, costumes, or set in a selected theatrical style drawn from world cultures.
Vocabulary:
Color: An element of art with three properties: hue or tint, the color name; intensity, the purity and strength; and value,
the lightness or darkness of a color.
Shape: An element of art, it is an enclosed space that can be determined by other art elements such as line, color, value,
and texture.
Materials:
Heavy-duty paper plates or depending on Paper to write and sketch on
budget Paper Pulp Masks Pencils
Paint or colored markers Brushes
Colored Sharpies Elastic string or ribbon for tying the mask on
Scissors Metallic pens (optional)
Hole punch Raffia and glitter dots (optional)
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Procedure:
1. Have students make a list of emotions and select one to create on their mask.
(For younger students this can be done as a class with the teacher writing the list.)
2. Once they select an emotion to work with have them draw a picture of a face expressing that emotion.
3. Have students pick shapes and colors that they feel communicate the expression they chose.
4. Next each student will cut their plate in a shape to create an overall look for the mask whether it is to be
square, circular, oval, or pointed. Make sure the overall shape still covers the face unless the students intends
otherwise.
5. Cut the eyes, nose, and mouth in the shapes each student previously selected.
6. Paint the plate the desired color for the skin and let it dry.
7. While that is drying begin deciding what colors to paint the facial features.
8. Paint the eye, nose, mouth areas, adding beards, cheeks, or other details.
9. When the paint is dry trace around each area with a sharpie to accentuate the features.
10. Finally punch holes in the sides to place string or ribbon through, tying at each hole.
11. Place mask over face and begin to act out the expression of the mask.
Teaching Tips:
Encourage students to use shape and color as expressive elements.
Curved lines can produce a softer expression and sharp lines can generate stronger expressions.
Have students choose a color to communicate an emotion.
Red as a color can mean love or hate.
Blue as a color can express refreshing or very, very cold fingers.
Green can mean, “go” but also can be used to express how someone feels when they are sick.
For younger students punching starter holes for eyes, nose, and mouth might be helpful.
Also for younger students an expressive mask can be made without cutting the interior feature,
omitting procedure #5.
Suggested Web Site:
Good examples of masks with related information
http://www.nohmask.com/
Suggested Books:
Merrill, Yvonne. Hands-on Asia, Utah: KITS Publishing, 1999.
Takeda, Sharon Sadako. Miracles & Mischief: Noh and Kyogen Theater in Japan, Tokyo: Toppan Printing Co., Inc., 2002.
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