ART LESSON PLAN SUBJECT:CUBISM GRADE:EIGHTH

OBJECTIVES:

1. Develop an understanding of Cubism and it's impact on the art of the twentieth century.

2. Analyze and critique selected cubism paintings by Picasso.

3. Create a "cubistic" painting in tempera.

4. Apply knowledge of basic color theory to a "cubistic" painting.

MATERIALS:

Examples of Picasso's cubist paintings, skeleton, 9X12 drawing paper, scissors, permanent markers, drawing pencils, tempera paint, brushes, water containers, colored pencils, 12X15 black paper for mounting.

MOTIVATION:

The art of the Twentieth Century was full of rapid changes in styles and periods. Many of those changes were influenced by one artist - Pablo Picasso. The scope of his influence on the modern world is still being felt today. Picasso ushered in the abstract and non-objective art forms that are prevalent in the latter part of the twentieth century. It is impossible to understand the "modern" arts of today without first gaining an understanding Picasso.

PROCEDURE: DAY ONE

One class period is to be spent viewing and discussing some of Picasso's cubistic paintings. Major points to be covered include:

A. 1905-06 - The influence of Cezanne and the art of Oceania and Africa.

B. Non-Western orginization of pictorial elements.

C. Portraite of Gertrude Stein - 1906.

D. Les Demoiselles d'Avignon - 1907, Bodies fractured into jagged planes that slip well beyond their natural contours.

E. Using more than one point of view in the same painting.

F. Einstein.

G. Analytic Cubism.

H. Synthetic Cubism.

DAY TWO

Review major points of cubism. Place skeleton in the center of the room and have students gather around with drawing boards. Using soft drawing pencils students should concentrate on a portion of the skeleton and quickly draw it on the paper. Make sure to fill the paper. Use contour line drawing techniques at first and then use remaining time to add form.

After ten minutes the students will be instructed to stop drawing, get a new piece of paper and move to a new position around the skeleton. They should then begin a new drawing of the same portion of the skeleton from a different perspective. After ten minutes the students switch again and begin the final drawing.

DAY THREE

Just as Picasso "deconstructed" the pictorial information in his cubist paintings, the students are now going to deconstruct their drawings. Have students paper clip all three of their drawings together, making sure that they are all in the correct position. Using scissors, cut through all three drawings using straight lines. Drawings should be cut into five - seven pieces. Take care to keep all pieces together and arrange them in front of you. Begin removing cut pieces from the top of the piles until you arrive at a composition that you find interesting. Carefully turn the pieces over and tape them together on the back. Go over pencil lines with a thin black marker. Take a new piece of drawing paper and trace a copy of the "new" drawing in pencil.

DAY THREE

Review color schemes: Monochromatic, Analagous, Complementary Review painting procedures, and have the following materials in table bins: paint brushes, mixing trays, water containers. Students should select a color scheme to use for their painting. They should no longer think of their paintings as images of a skeleton, but as a series of shapes arranged in an effective composition. Color placement and value choices should be based upon asthetic reasons and not upon realism.

DAY FOUR AND ON...

Students continue painting until finished and then mount paintings on black paper.

EVALUATION:

CRITERIA	1 POINT	2 POINTS	3 POINTS	4 POINTS
DRAWING SKILL	student draws symbols for bones instead of observing actual skeleton	bones are in correct proportion and attempt was made to draw actual bones	drawing demonstrates basic knowledge of contour lines, attempt was made to select interesting parts of the skeleton	contour lines create accurate visual representation of actual objects, attempt was made to simulate form using lines and shading
USE OF COLOR	no recognizable color scheme	some diversion from color scheme, black and white occasionally mixed into the same color	color scheme carefully planned out and adhered to, black and white used appropriately	student demonstrates advanced sensitivity to use of color, choices enhance pictorial elements
PAINTING SKILL	little or no attempt made to be careful with paint placement	some accidental paint placement and bleeding of colors	paint applied appropriately to achieve the desired effect, paint used at correct consistency, no accidental paint	care taken to acheive surface quality of paint, demonstrates personal involvement in paint application
COMPOSITION	random comosition required no thought	most of the pictorial space has been activated, but there are some "dead" spots that are unresolved	composition actively engages the viewer	composition engages and holds attention, advanced use of color, shape, and texture to enhance viewing experience
CLASS PARTICIPATION	little or no regard to classroom rules and procedures	some misuse of class time or materials	appropriate classroom participation	excellent care of materials, sets example of good classroom participation

STUDENT CRITERIA 1 2 3 4 DRAWING SKILL USE OF COLOR PAINTING SKILL COMPOSITION PARTICIPATION 1= NOVICE 2=IN PROGRESS 3=MEETS EXPECTATIONS 4=EXCEEDS EXPECTATIONS SCORE     GRADING SCALE 17-20 = O 13-16 = S 0-12 = U 20=100% 19=95% 18=90% 17=85% 16=80% 15=75% 14=70% 13=65% 12=60%