Name: Alison Maguire

Cohort: B

Lesson Plan
Lesson Title: Picasso Art
2, 2015
Subject/Strand: The Arts
(length in minutes): 70 minutes

Grade: 5

Unit: Visual Arts

Date: November

Location: Classroom

Time:

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

In this lesson, students will observe characteristics found within Pablo Picassos Cubism artwork to
create their own cubist style face artwork. Students will follow their success criteria and apply their
knowledge of Picasso to include all the necessary features of the lesson and will use oil pastels to
add colour to their work.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and detailsrecord only the details which relate to
this task)
Also indicate:

2D or 3D project

Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)

Which Elements or Principles (Fundamental Concepts) are addressed in this lesson

Which art techniques and/or cultural connection /art form

D1. Creating and presenting: apply the creative process to produce a 2D art work using elements, principles and
techniques of visual arts to communicate feelings, ideas, and understandings

Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a
theme or topic
D2.1 interpret a variety of art works and identify the feelings, issues, themes and social concerns that they convey
D2.3 demonstrate an understanding of how to read and interpret signs, symbols and style in art works

Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By
grade, it tells you what CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of
elements and principles of design are addressed in the lessonRecord the grade-specific content regarding the Elements
of Design: Line/Shape/Colour/Space/Texture/Value and regarding the Principles of Design: Contrast/Rhythm and
Repetition/Variety/Proportion/Harmony etcBe sure to omit content which does not relate to this particular lesson)
Shape: symmetrical and asymmetrical shapes
Colour: complementary colours
Proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of one object
compared to its surroundings, with indications of how close and how large the object is

Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today

I will learn
Be an Art Detective to determine distinguishing features of Picassos Cubism Style
Explore/ Experiment with Picassos Distinguishing features
Receive/Seek input from others
Create a Revised drawing using his distinguishing features

ASSESSMENT and EVALUATION

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Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: create my artworks head using a geometric or organic shape

I can: draw the nose starting at the top and ending on the side
I can: create bold eyes and brows on different levels
I can: create a mouth that has 2 expressions or is in profile
I can: create asymmetrical hair that starts from the nose line
I can: use complementary colours to complete my face
Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Students will be
assessed for their
ability to complete and
include the given
success criteria

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Students are showing their learning

by applying similar techniques and
characteristics that are also seen in
Picassos Cubism art. Students will
participate in a gallery walk to view
their peers artwork and will then
individually create their own Picasso
style art.

A rubric will be used following the

completion of their artwork to ensure they
included the given success criteria. See
attached for rubric.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*experience using oil pastels
*a little background knowledge on Pablo Picasso
*

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
If the classroom is too distracting for certain students, resources will be available with the librarian for a
different environment
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration,

initiative,

Vocabulary

(for word wall and/or to develop schema)

self-regulation

Picasso
Cubism
Symmetrical
Asymmetrical
Complementary colours
Proportion
Geometric
Organic

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

An assortment of Picassos Cubism Art

Newsprint paper
Letter sized cardstock paper
Oil pastels
Black sharpie markers
Document camera
PowerPoint, projector and screen

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Art caddies
Garbage cans
Chart paper

Learning Environment

(grouping; transitions; physical set up)

See attached floor plan.

Cross Curricular Links

N/A
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 10:00-10:15 (Indicate time breakdown of instructional

Reflect on past knowledge, providing what they know

elements)
on Picasso and/or Cubism Art

Activate students prior knowledge on Pablo

Picasso and Cubism Art
-Who is Pablo Picasso and why is he
important in the
Art World?
-What kind of Picasso artwork have you
done in
previous years?
-What is Cubism Art? Why is Cubism
distinguishable
from other art forms?
-Why do you think Picasso ventured
away from
traditional painting and created
Cubism?

Examine with students a variety of Cubism Art

(hung around classroom and on PPT)
-Ask for similar/repeating
characteristics: Can you
describe some of the
characteristics/ features in
his work? Can you describe some
of the repeating
or common features? Why do you
think Picasso
created his characters features in
these ways?
-create a list of student answers on
chart paper

Examine artwork posters and compare and contrast

characteristics and features they see in the different
artwork
-Raise their hand and discuss with the class
what they see
-Contribute and listen to classmates input

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 10:15-10:55 (Indicate time breakdown of instructional

Students are following along to the guided instruction

elements)
of the teacher drawing each feature as the step is

Ask students to locate the newsprint paper on

their desks and fold their sheet in half. Then
step-by-step give the instructions of how to
create their cubism faces
-Ask students to draw an organic shape on
one side of
their sheet and a geometric shape on the
other side
-Then, starting from the top of their head,
draw the
nose ensuring that it ends on the side (on

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introduced to them.

both)
-Then, create bold eyes, pupils and brows
that are
located on different levels (on both)
-Them draw a mouth that has either two
expressions, or
is in profile view
-create asymmetrical hair that starts from
the nose line

Conduct a gallery walk of the class rough work

Inform students they will have 30 minutes to

complete their final production of their face on
the cardstock paper
-Remind students of the success criteria
(which will
remain on the screen)
-Remind students to look at the posted
Picasso work
-Tell students that any incomplete work
can be finished
at a later date in the week during free
time and/or
when they are finished something early

The last 10 minutes is dedicated to cleanup,

ask all students to ensure their artwork goes
on one of the drying racks and that their space
is completely tidy
-Caddies and extra paper are put back
on the
trapezoid tables
-Tables cleaned if necessary

Students participate in the gallery walk, examining

their peers work and looking for new features or
ideas they like from their classmates
Students will independently work on their Cubism
face remembering to include all of the items on the
success criteria and colouring with the provided oil
pastels

Students will ensure their workspace is tidy after they

have put their artwork on a drying rack. Once
complete, they are sitting at their desk waiting for
further instruction.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10:55-11:10 (Indicate time breakdown of instructional

Listening and contributing to the class discussion on

elements)
what Cubism art is.

Ask students to help define what cubism art is

including all of the features
-Can you describe what Cubism art is?
-Would it be better if we created our artwork
with paint like Picasso did?
-Why is it important to still examine Picassos
art today?
Ask students to think-pair-share on whether
they enjoyed this form of art or do they prefer
more traditional portraits of people
-Ask a few groups what their partners had
to say

With a partner, discuss whether or not which style of

portraits do they prefer to create
-Share what their partner had to say while
listening to what
their other classmates feel about this form
of art

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson could lead to a reflection written portion that includes emotions and explanations of the face the students
created. Possible factors could include expressions and colours used.
If this lesson were to be geared down to a grade 4 class, the main fundamental concepts to focus on would include:
colour, size, value and emphasis. Using a monochromatic colour scheme would cover the colour concept required of 4 th
grade and by focusing on leaving positive and negative space in the image would also help gear the activity down.
Mixing of shades and creating emphasis of colour intensity would also assist in making this assignment grade
appropriate.
In order to gear this lesson up to use in a grade 6 class, similar fundamental concepts could be altered including: line,
shape, space, colour and balance. Requiring students to use an organic shape for the head of their character and
further exaggerating proportions while using tertiary colours to enhance their project. Balance is also an important
principle of design to touch on and is applicable to this activity as students can appropriately arrange the weight and
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distribution to make it more suitable for grade 6 students.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson: The lesson is really participatory and does not require a lot of sitting and listening which I believe is crucial for all
students engagement. If it was possible to have more time I would conduct more gallery walks throughout the students work period,
that way they could get some influence and ideas from their peers to further enhance their work. To extend this activity into the next
lesson, it would be interesting to apply Picassos cubism art in another format other than a face or person and use different art tools.
The Teacher: It would be interesting to have the students research in a group or independently Cubism and Picasso rather than the
teacher introducing the topic. This way the students would have their own understanding of Picasso and Cubism. However, this would
only be possible with more time, and accessibility to a variety of resources including books and technology. This way, it would be even
less teacher-directed and therefore can lead to more constructivist learning as students are discovering their own knowledge rather
than be instructed.

Rubric
Criteria

Level 4
A- to A+

Level 3
B- to B+

Level 2
C- to C+

Level 1
D- to D+

Quality:
(overall look,
completion
and detail)

Is exceptional,
exemplary,
complete,
thorough and
comprehensiv
e

Is complete,
thorough and
comprehensiv
e

Is mostly
complete,
although not
consistent in
thoroughness
and
comprehensive
ness

Is incomplete or
inconsistent in
thoroughness
and
comprehensive
ness

Features (head
shape, nose,
eyes, brows,

Includes all
and more of
the necessary

Includes all of
the necessary

Includes some
of the
necessary

Includes few of
the necessary

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mouth, hair)

features

features

features

features

Colour
(complementa
ry colour, in
the lines,
smudging)

Complementa
ry colours
were used
properly and
dramatically
within the
lines with no
smudging at
all.

Complementa
ry colours
were used
mostly within
the lines with
little to no
smudging.

Complementary
colours were
attempted but
not quite up to
par. Frequently
coloured
outside of the
lines with
smudging.

Complementary
colours were
not used; lots
of colour
outside of the
lines with a lot
of smudging.

Floor Plan
Window Ledge

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