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Cubist Self-Portrait Lesson Plan

Teacher: Emily Christman

Grade level: 6th Grade
Time allowed: 33 Minutes
Title of lesson: Cubist Self-Portrait
Medium: Tempera Paint

NAEA Standards and Learning Objectives:

Create:
Standard: FA 8.2.1.b Recognize personal voice and make stylistic choices to reflect personal identity.
Objective: Students will create a self-portrait in a cubist style using colors that reflect personal identity.
Assessment: Rubric

Standard: FA 8.2.1.c Engage in the sensory experience and relate this to making expressive artwork.
Objective: Students will make an expressive self-portrait and have the sensory experience of using
sharpie and tempera paint.
Assessment: Rubric

Standard: FA 8.2.1.f Demonstrate respect for accepted procedures regarding responsible care of
equipment and materials.
Objective: Students will respect materials and put them away when class is complete.
Assessment: Teacher observation

Connect:
Standard: FA 8.2.4.b Investigate and classify works of art from a variety of contemporary, historical,
and cultural contexts.
Objective: Students will learn about Pablo Picasso’s works and the Cubist movement while taking notes
before creating a piece of art in a similar style.
Assessment: Notes

Respond:
Standard: FA 8.2.3.a Identify and describe themes and styles in works of art.
Objective: Students will learn to identify the Cubist style in art work.
Assessment: Teacher observation

Assessment and Evaluation:

 Informal (formative) assessment will be through teacher observation.

 Formal (summative) assessment will be through a rubric.
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Rubric

Great Okay Poor Total Out of

5-4 3-2 1-0 20
Self-Portrait reflects Self-portrait Self-portrait Self-portrait
personal identity resembles looks like a does not
student. At human face. resemble a
least 5 colors 3 colors and human and
and unique unique style no color or
style were was used unique style
used to was used
show
personal
identity
Craftsmanship Paint is Paint goes Paint goes
inside the outside of outside of
sharpie lines the sharpie the lines in
and no white lines in a few many spots
areas are places and and there
left. there are are large
small white white areas
areas
Exemplifies Self-portrait Self-portrait Self-portrait
 Cubism shows shows two does not
 More than one multiple elements of show
viewpoint elements of Cubism, elements of
 Interlocking Cubism, more than Cubism,
planes more than one more than
one viewpoint one
viewpoint and viewpoint
and interlocking and
interlocking planes interlocking
planes planes
Use of art supplies Supplies Supplies Supplies
were not were not were
damaged, damaged, damaged,
and supplies but some and supplies
were put supplies were not put
away in the were not put away in the
correct place away in the correct place
correct place
Comments
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Teaching Rationale:

Why this unit is being taught?

 This unit is to teach students about Pablo Picasso and the Cubist movement. The self-portrait
students create will allow them to practice using interlocking planes and more than one view
point. This piece of art is important because students are making a self-portrait that represents
how they look and who they are. To make their self-portraits students must reflect upon the
colors they like and how to represent themselves.

 This unit relates to the create level of Bloom’s Taxonomy because students will create an
original piece of artwork while learning to define and identify cubist artwork.

How is this unit appropriate for these students?

 6th grade students are at an age when self-discovery is important, so they can build the
foundation of who they are going to be as an adult. A self-portrait is an effective way for
students to make art they feel invested in and a way for them to express themselves.
Additionally, students will continue to improve their painting skills.

Materials, Media, Technique, and Process:

1. Pencils
2. White Paper
3. Sharpies
4. Colored Tempera Paint
5. Paint pans
6. Paintbrushes
7. Scissors

Style and/or Genre:

Cubism and Tempera Paint

Artistic, Cultural and Historic Connections and Contexts:

Cubism is an early 20th-century style and movement in art, especially painting, in which
perspective with a single viewpoint was abandoned and use was made of simple geometric shapes,
interlocking or transparent planes, and, later, collage.

Pablo Picasso was born in Malaga, Spain, in October of 1881, he was the first child born in the
family. His father worked as an artist and was also a professor at the school of fine arts; he also
worked as a curator for the museum in Malaga. Pablo Picasso studied under his father for one year,
then went to the Academy of Arts for one year, prior to moving to Paris. In 1901 he went to Paris,
which he found as the ideal place to practice new styles, and experiment with a variety of art forms.
During these initial visits he began his work in surrealism and cubism style, which he was the founder
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of, and created many distinct pieces which were influenced by these art forms.
(https://www.pablopicasso.org/picasso-biography.jsp)

Vocabulary:

1. Cubism
o More than one view point
o Geometric shapes
o Interlocking and transparent planes
o Painting and collage

2. View Point – The height or angle of a subject

o Profile – Side
o Portrait – Front
o Partial – Part side, part front

3. Abandon One Viewpoint – To draw more than one viewpoint and combine them together
4. Geometric Shapes – Cubists used geometric shapes to create their art in a simple form
5. Interlocking and transparent planes – Two viewpoints cross or overlap

Teaching and Learning Resources:

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References:

 https://www.pablopicasso.org/picasso-biography.jsp
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Modifications and Differentiations:

 The demonstration will include a visual demo and auditory explanation. Allowing students to
move from their seats to the table will address kinesthetic learners. Accommodating as many
learning styles as possible will help all students learn.

Classroom Management Procedures:

 Students will be greeted at the door and told to sanitize their hands and find their assigned seat
 1,2,3 Freeze when the teacher needs the students’ attention
 Students will be expected to line up in their line order

Studio Procedure for Making Art:

1. Fold paper in half the vertical way

2. With pencil draw a line down the middle
3. With pencil draw a self-portrait (The two sides should be different, some elements organic
while others are geometric)
4. When the portrait is complete outline all pencil lines in sharpie except for the middle line
5. Then fill in the face and hair with tempera paint leaving the background blank
6. Students may choose at least 5 colors to represent themselves
7. The background will be painted with a warm or cool color scheme and brush strokes should be
present
8. When the painting is dry it will be cut down the vertical middle and matted so the two sides do
not line up so show more than one view point

Daily Lesson:

Activator/ Introduction / Motivator / Anticipatory Set / Bellringer:

 Students will be greeted at the door and told to sanitize their hands and find their assigned
seats along with their art portfolio.

Transition / Segway:

 The class will review terms from last class and finish taking notes.
 Expectations for going to the table to watch the demonstration will be reviewed. Without
pushing or talking students will gather around a table for the teacher demo. Students are not
allowed to lean on the table.

Teacher Demo / Direct Instruction:

 The teacher will demonstrate how to sketch out self-portrait

 The teacher will demonstrate how to go over lines in sharpie
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Class Discussion:

 The class will finish taking note and discuss why Picasso’s work has value and what elements
made it unique.

 The teacher will review the vocabulary:

 Cubism
 Abandon One Viewpoint
 Interlocking and transparent planes

Studio / Guided Practice:

 Students will return to their seats to begin drawing their self-portraits. The teacher will walk
around to answer questions and give one on one assistance.

Closing:

 Two students will be chosen as the Art Stars to reinforce positive behavior.
 Students will store their art in portfolios

Special Clean-up Procedures:

 Students will put all supplies back in the correct drawers. Art work will go in their portfolio or
on the drying rack. Paint brushes will be washed out and put in the drying racks. Paint trays
will be put in the drying racks for reuse.

 Two students will be chosen as the Art Stars. Students will review hallway expectations and
then the teacher will walk them back to their room.