Teacher: Mrs.

Olsen Date: March 2019

Subject: Visual Arts – Art Tech Grade Level: 4th & 5th
Title of Lesson: Cubism Portraits Lesson Length: 1-2 classes
Overview of the Lesson
Lesson Summary: Students will be introduced to cubism through viewing a presentation of
Pablo Picasso’s cubist portraits. They will engage in a hands-on activity to become more
familiar with the elements of shape and space. Students will then design cubism portraits
using the Sketchpad 5.0 program on their chromebooks.

Massachusetts Framework Standards:

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example,
spheres, cones, cubes, in the environment and in artwork

3.2 Create 2D and 3D expressive artwork that explores abstraction

For example, a student simplifies an image by making decisions about

essential colors, lines, or textures.

Lesson Objectives: The students will be able to……..

-Recognize cubist works by Pablo Picasso
-Generate a cubism portrait using shapes and color in Sketchpad

Materials/Equipment to be Used in Teaching the Lesson:

PPT of cubism examples
Projector to display PPT
Chromebooks
Sketchpad (website)
Rubrics in Transparencies
Construction paper shapes (variety of color & size)

Enduring Understandings:
● Big Ideas: The students will understand that…
o Historic artistic practices can be executed through computer generation
o There are many shapes involved when creating a portrait
● Concepts:
o Recreations of historic art
o Computer aids in art
o Transferring art techniques through technology
 Essential Questions:
How can geometric shapes be manipulated to create an image?
How can recreating a work of art in Sketchpad help to understand the process of cubism?

Content
Factual Content:
Art history, Pablo Picasso, Cubism, Computer Technology

Vocabulary:
Cubism, Shape, Color, Arrangement, Abstraction
Tier 1:
Shape, Color
Tier 2:
Arrangement
Tier 3:
Cubism, Abstraction
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Students will listen to a presentation on the works by Picasso.
Students will discuss the works throughout the presentation.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Formal-
Using class roster for participation notes.

Informal-
Exit Ticket Question

Action/Instructional Procedures

Procedures:
● Anticipatory Set: (hook)
o Have rubrics in transparencies on tables for students.
o Display the image example of a face arranged out of construction paper shapes on
board.
o Place bags of construction paper shapes of assorted colors prepared on tables for
students. Give students 5 minutes to arrange their shapes on the table to create an
image that resembles a face. Each student should participate by adding at least 3
shapes!
 o Allow students to view their peers work by moving clockwise around the room
with their table group. Students are to make art related comments about their
peers work (specifically focusing on how color, shape, and space are used).
o Use class roster list to note students who are off task during activity.

● Step One:
o View slideshow prepared of cubist portraits by Pablo Picasso and ask HOT
questions throughout.
▪ Ask students about the shapes they see in the paintings and how they come
together to create a portrait.
▪ Lift projector screen (so image is projected on whiteboard) and trace the
basic shapes in one of the portraits.
▪ Cover projector to take the image away and put emphasis on the
importance of those shapes.
▪ Explain abstraction to students.
▪ Students could come to the board to trace shapes if class is on task.
o Ask students about the two different types of shape and ask for examples through
cold-calling. (Ex. Geometric - Triangle, Square, etc. Organic - Splatter, Apple,
etc.) If students are unsure, tell them to use resources around the room (Element
Posters).

● Step Two:
o On projector, enter the Google Classroom and open the “Cubism Portrait” tab
under “Classwork”. Open the complete example of the project for students to
view and point out the layers involved to resemble a facial structure.
● Step Three:
o Open sketchpad from the previous page. Demonstrate the process of layering in
shapes to create a face using the program. Shapes can be created and rearranged
using the mouse tool. Remind students that their image should be “wacky or
weird” and to think of work by Pablo Picasso for inspiration.
● Step Four:
o Show students the lesson criteria that is listed on google classroom assignment:
▪ Create recognizable major facial features (eyes, nose, mouth..)
▪ Incorporate a color theme similar to Picasso’s work
▪ Use at least 30 layered shapes to create the portrait
▪ Include multiple layered shapes in the background (see example)
o Invite students to open their chromebooks and to begin the project. They will have
the remainder of class to complete it and they can upload their final images into
the classroom for the end of class. If most of the class is incomplete by the end of
the period the lesson may continue into the next class.
● Clean-Up
o 5 minutes prior to bell, instruct students to save / upload work to google
classroom. Hand out scrap paper for exit ticket question displayed on board.

● Closure:
 o Exit Ticket - “why do you think we started class with using paper shapes instead
of going right into sketchpad?”
▪ After answering Exit Ticket, students complete self-assessment rubric.
▪ Dismiss by table & collect as students exit.

ACCOMODATIONS:
ELL - ELL students should be provided with a translated list of class objectives and steps
to follow along. Students should be paired in groups they are comfortable working on their
English with to encourage them. ELL students should also be checked in with during transitions
and activities to ensure they understand what is going on.
IEP/504 - IEP/504 students with low-functioning disability often do not work with
computers in class. This population should practice arranging shapes into a face with the
modifications of less paper shapes and to follow a clear & simple example (basic face / eyes,
nose, mouth).

RUBRIC - Next Page

 Cubist Portrait Lesson (Art Tech)
Self-Assessment Rubric

Name:______________________________ Date:_____________________

Day/Period:_______________

Grade yourself by circling the category (4,3,2, or 1) you believe you achieved in pencil.
Teacher will assess in colored pen after being collected.

4- Meets / Exceeds Expectations

3- Meets Expectations
2- Progress Towards Expectations
1- Support Needed

Category Description 4 3 2 1

Participation Did you follow the directions of the paper 4 3 2 1

(Engagement) shape activity? Did you participate by adding
at least 3 shapes? Did you collaborate and
listen to your partners ideas?

Cubism Did you follow the lesson criteria by using a 4 3 2 1

Portrait variety of shapes to create an interesting
(Elements of portrait? Did you stick to a color theme? Are
Art) the major facial features recognizable?

Use of Did you use your chromebook only for the 4 3 2 1

Program intended purpose of digital art? Did you
(Methods, follow the steps of the demonstration to
Materials, & create your own unique work? Did you use
Techniques) sketchpad to the best of your ability to create
this portrait?

Clean-up / Exit Did you save your work/upload to google 4 3 2 1

Routine classroom when instructed? Did you
(Expectations) complete the exit ticket? Were you waiting
quietly with your chair pushed in for the bell
to ring?