Sorce 1

SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Picasso Frankenstein Self Portraits
Day 1 of 2
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will recognize and
describe art that is
created in the cubist
style.

Students will view a

short video about
Picasso.

Students will assess

various cubist artworks
and describe what
makes the art look
cubist.

Instructor will lead

discussion and ask
guiding questions

Instructor will ask

students how many
different faces they see
in one painting of a
face.

Students will
participate in a warm
up drawing activity
where they will roll a
dice to randomly
generate a face.

Instructor will re
instruct and provide
assistance when
necessary.

Instructor will ask

students what kinds of
colors they see in cubist
portraits.

Students will choose

the colors that they
wish to incorporate into
their Picasso
Frankenstein SelfPortrait.

Instructor will remain

available for assistance
upon request.

9.3.3.F: Know how to

recognize and identify
similar and different
characteristics among
works in the arts (e.g.,
Amish and Hawaiian
quilts, Navaho
weavings and Kente
cloth from West
Africa).
Objective 2: Students
will practice drawing
faces like a cubist artist
through the use of a
Roll your own
Picasso game.
9.2.3.C: Relate works
in the arts to varying
styles and genre and to
the periods in which
they were created
Objective 3: Students
will plan out which
colors they will use to
create their Picasso
Frankenstein SelfPortrait.
9.1.3.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts

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elements and principles
to produce, review and
revise original works in
the arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication, multimedia

Lesson Body
Anticipatory Set Students will view a video about Picasso and Cubism
Procedures

Students will complete Anticipatory set.

Instructor will ask students questions about cubist portraits.

o How many different faces do you see in this portrait?
o What kinds of colors do you see?
o Are they realistic?
o Are all of the features facing the same way?

Students will participate in discussion

Students will play a Roll your own Picasso game

o Each student will get a game board
o Each student will have:

Paper

Pencil

Dice

o Students will roll dies and draw the coordinating feature to create a
portrait from multiple angles

Students will use this game board as inspiration for their Picasso Frankenstein SelfPortrait.

Instructor will dismiss students by table to choose 2-3 different colored construction
paper

o One color for background (full sheet)

o At least two colors for face

One for each half

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o Black paper for hair.

Students will use a pencil to draw their ideas on paper

Students will cut out the shapes of each half of their face

Students will think about what kind of background they want to have

Students will design a pattern on their full sheet of paper for the background

Students will glue down their paper faces and hair

Students will ensure that their names are on the backs of their projects

Students will clean up

Closure What is the difference between a cubist portrait and a regular portrait?
Clean-up Students will make sure that all supplies are collected and put away.
Students will make sure that all of their small scraps are thrown away. Students will make
sure that their name is on the project and stacked in the center of the table.
Independent Practice N/A
Safety Considerations Ensure that students are using scissors safely. Ensure that
students do not consume art supplies.

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Lesson Title Picasso Frankenstein Self Portraits

Day 2 of 2
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1: Students
will construct a face for
their Picasso
Frankenstein.

Instructor will ask

students what the name
of the artist is who
helped create cubism.
-Picasso

Students will reference

the game chart for ideas
and create their Picasso
Frankenstein face.

Instructor will remain

available for further
instruction and support.

Instructor will ask

students to describe a
cubist portrait.

Students will
participate in a
discussion about the
similarities between
works of art present in
cubism

Instructor will lead

discussion and ask
guiding questions

9.1.3.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and principles
to produce, review and
revise original works in
the arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication, multimedia
Objective 2: Students
will discuss the
common aesthetic
similarities present in
Cubism
9.4.3.D: Recognize that
choices made by artists
regarding subject

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matter and themes
communicate ideas
through works in the
arts and humanities
(e.g., artists
interpretation through
the use of classical
ballet of the American
West in Agnes De
Milles Rodeo).

Lesson Body
Anticipatory Set Students will view various works of art from the Cubism movement.
Procedures

Students will complete anticipatory set.

Students will talk about what they see in each piece of art
o What is similar?
o What is different?

Instructor will tell students about how cubist artists like Picasso try to convey
different views of the same object through one image.
o Eyes from different angles
o Nose from different angles
o Faces split

Students will use this knowledge to finish their Frankensteins

Students will use pencil to draw their features on first

Students will use sharpie or black marker to go over their drawings

Students will use crayon or colored pencils to add color or shading to their
Frankenstein.

Students will make sure that their projects have a background and shading added
to the face before they turn it in

Students will make sure that their names are on their projects

Students will clean up

Closure How did cubist artists try to make two dimensional figured look three
dimensional?

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-

By drawing or painting the same thing from multiple angles at the same time.

Clean-up Students will make sure that their scraps are thrown away and all supplies
are put back in their place. Students will put their projects in the center of their table.
Independent Practice N/A
Safety Considerations Ensure that students do not consume art supplies.

APPENDIX
Rubric
No
Used shading.
Drew a face
from multiple
angles.
Created a
background.

Supplemental Instructional Tools

Self-reflection

Yes