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2006 Unit B


Grade level: Primary
Discipline: Visual arts

Teacher name
Email address
School or District
Kalem Calien
kcalien@hbgsd.k12.pa.us
Downey
Nicole White
holysepulcherschool@zoominternet.net
Holy Sepulcher School
Sarah Stutzman
sarstutz@yahoo.com
Ringing Rocks Elementary School
Gillian Shea
geshea@msn.com
Richard Allen Preparatory Charter School
Kim Meyer
kmmeyer@phila.k12.pa.us
J.W. Howe

Title of unit: Exploring Pablo Picasso and Cubism
Overview: Students will explore the differences between realism and cubism using digital photographs of themselves.
Time needed to complete the unit: Five 40-minute classes

Essential learning(s): Realism and cubism have different, distinct characteristics.
Summative task: The students will translate a digital self- photograph from realism to cubism using construction paper shapes in a collage form.

Assessment Tools:
1) Conferencing
2) Observation
3) Sketch
4) Rubric

PA Academic Standards
Content Indicators
(What students will know)
Process Indicators
(What students will do to demonstrate knowledge of the content)
1) 9.2.5.C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
R.5.A.2.1.5 Summarize the main ideas and important details of text.

2) M5.C.1.1 Identify/classify/compare triangles and quadrilaterals according to sides (length, parallel or perpendicular) and angles.

3) 9.1.5.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

4) 9.3.5.A. Identify critical processes in the examination of works in the arts and humanities. • Compare and contrast • Evaluate/form judgments

5) 9.1.5.D. Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
1) Who Picasso was and how his style evolved from realism to cubism over time

2) Properties of geometric shapes

3) The differences between realism and abstraction and the characteristics of cubism

4) An art vocabulary for critique purposes and the steps of the critiquing process

5) The process of creating art from realism to the cubist style of Picasso
1) Read and discuss a short biography about Picasso's life and chronologically arrange 4 pictures to demonstrate his stylistic evolution.

2) Locate and identify geometric shapes in objects throughout the classroom.

3) Draw realistically from still life, then use tracing paper to translate the object into geometric shapes.

4) Critique sketches and offer constructive criticism to their peers.

5) Create a self portrait in the style of realism and cubism using the digital photographs as reference.

Teacher materials needed:
•Power point presentation of Picasso’s artwork
•Reproductions of Picasso’s artwork
•Books related to the artist
•Teacher-generated hand out
•Response sheet pertaining to the reading
•Spanish music and audio equipment
•Cards to attach to the Word Wall
•Markers
•Pencils
•Paper
•Erasers
•Sketchbooks
•Geometric math manipulatives
•Pointer
•Spanish reference guide for words
•Tracing paper
•Drawing paper
•Still life objects
•Demonstration table
•Drawing boards
•Post- it notes in multiple colors
•Magnets/ presentation boards
•Easels
•Digital camera and printer
•Construction paper
Student materials needed:
•Still life objects
•Construction paper
•Pencils
•Scissors
•Sketchbooks
•Tracing paper
•Sand paper
•Yarn
•Protractors
•Rulers
•Compasses
•Glue
•Pencil sharpener

Unit vocabulary:
•Realism
•Cubism
•Spain
•Art Movement
•Shape/Form
•Color
•Space
•Value
•Emphasis/Focal Point
•Proportion/Scale
•Critique
•Square/cuadrado
•Circle/circulo
•Rectangle/rectangulo
•Triangle/triangulo
•Diamond/diamante
•Trapeziod
•Parallelogram
•Pentagon
•Analyze
•Interpret
•Observe
•Picasso
•Transition
Unit warm-up: N/A
Assessing Prior Knowledge: Students will view and discuss a PowerPoint presentation of Picasso's artwork.

Lesson 1


Topic
Instruction (Lesson plan)
Formative assessment
The Life and Art of Pablo Picasso
-Teacher will show a PowerPoint presentation of Picasso's works to initiate a group discussion to assess students' prior knowledge.
-Students will get into groups to read a teacher-generated handout about the life and art of Pablo Picasso. Modified handouts will be available and various books will be provided.
-Teacher will facilitate a group discussion in which the students nominate a spokesperson from their group to talk about something they learned from the reading.
-Students will create a word wall of key art vocabulary.
-Students will examine four different artworks that Picasso created throughout his life.
-Students will discuss the evolution of his work.
-Students will individually complete a response sheet pertaining to the reading. Accommodations for students with limited vocabulary will be made with oral responses.
-The class will go over the response sheet as a review of what they learned.
-Discuss and answer questions on a worksheet
-Group cooperation
-Sequencing of artwork
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
-Oral Reading: Shown in lesson
-Redirection
-Time Extensions
-Modified handouts: Shown in lesson
-Verbal/ Written Prompts
-Separate Work Space
-Pictoral Clues
-Posters/ Large Print
-Visual Clues
-Translations
-Visual Answers
-Auditory Cues
-Oral Answers: Shown in lesson.
-Choose a word from the work list and write about it
-Try to draw in Picasso's different styles
-Venn Diagram
-Create a PowerPoint about the artist

Lesson 2


Topic
Instruction (Lesson plan)
Formative assessment
Properties of Geometric Shapes
-Students will write their own creative definitions of geometric shapes. Students may use playdough as an alternative way to demonstrate their knowledge of the properties of geometric shapes.
-Students will look around the room and point out real life objects. Accomodations for students with visual impairments will be made by providing 3-D manipulatives.
-Students will use their bodies to create shapes.
-Teacher will expose students to the Spanish translations of the shapes discussed. The Spanish and English shaped words will be added to the word wall.
-Using a set of shapes each child demonstrates an understanding of their properties by holding up the appropriate cut out when verbally cued.
-List five geometric shapes seen throughout the classroom in everyday objects.
-Observations
-Demonstrations
-Oral Questioning
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
-Tactile-Yarn Shapes
-Sandpaper Shapes
-Playdough: Shown in lesson
-Translation
-Visual: Shown in lesson
-Tactile
-Write riddles
-Bring objects from home that represent shapes
-Create a cartoon character using all geometric shapes
-Find formulas for perimeter/circumference

Lesson 3


Topic
Instruction (Lesson plan)
Formative assessment
The Difference between Realism and Cubism
-Students will participate in setting up a still life in the center of the room using objects they bring to class.
-Students will choose the location from which they draw. Students with visual impairments will be allowed to move closer to the still life objects. Severely impaired students will be provided with a still life object for tactile observation.
-Teacher will demonstrate how to sketch from real life objects.
-Students will carefully observe the still life and draw a sketch from it in a realistic manner. Rulers and other tools will be provided to assist students with their work.
-Students will use tracing paper to translate the real life picture into geometric shapes.
-Observation
-Sketchbook
-Process description
-Conference
-Critique
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
-Provide a separate still life object for the students to touch
-Adjust proximity to tables: Shown in lesson
-Modify materials
-Supply rulers/tools: Shown in lesson
-Model: Shown in lesson
-Visual: Shown in lesson
-Add color
-Use different media
-Complete a drawing from a drawing
-Blind contour drawing

Lesson 4


Topic
Instruction (Lesson plan)
Formative assessment
Critique
-Students will establish an art vocabulary for use in critique. These words will be incorporated onto the word wall.
-Teacher will establish appropriate critique behaviors and procedures (guidelines).
-Students will critique using color-coded Post-It notes to evaluate likes and dislikes on each other's artwork. Students with visual impairments will be given textured pictures to orally critique.
-Through discussion, students will examine their work and explore appropriate revisions.
-Students who show higher levels of thinking skills will be encouraged to write a postcard to Picasso discussing his work.
-Oral questioning
-Process description
-"Think Aloud"
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
-Textured pictures: Shown in lesson
-Written expressions
-Color-coded Post-It notes: Shown in lesson
-Translations
-Visual expression
-Oral explanation
-Read/write a professional art critique
-Prepare critique sheet to analyze Picasso's work and present findings
-Write a post card to Picasso: Shown in lesson

Lesson 5


Topic
Instruction (Lesson plan)
Formative assessment
Portrait Collage in the Style of Cubism
-prior to this class students take a digital self photograph showing a specific expression .
-Have a group discussion to review Picasso's stylistic evolution as well as words on the word wall.
-Students will use tracing paper as a guide to extract geometric shapes from their facial expressions.
-Students will cut geometric construction paper shapes based on their tracing paper drawing.
-They will arrange shapes to create their final portrait in the style of cubism.
-Students will self-reflect on their artwork.
-Students with difficulty completing the task within the given time period will be given an optional extended deadline.
-Students who require a more challenging activity will have the option to recreate their collage in a drawing or using found materials.
-Conferencing
-Observation
-Sketch
Accommodations for special learners
Accommodations for ESL students
Enrichment for gifted learners
-Modify materials
-Extended time: Shown in lesson
-Visual clues by teacher (demonstration)
-Simplified task
-Redirection
-Modeling
-Repetition: Shown in lesson
-Peer mentoring
-Oral discussion: Shown in lesson
-Create a second portrait showing a different expression
-Re-create collage in a drawing or using found materials: Shown in lesson
-Give a speech describing their personal progression from realism to cubism


Rubric


Advanced
Proficient
Basic
Below Basic
Use of Geometric Shapes
Artist uses an expanded variety of geometric shapes in every aspect of their portrait. They incorporate alternate geometric shapes that were not introduced in class and utilize them in an innovative way.
Artist utilizes a variety of geometric shapes in a way that reflects a cubist-inspired portrait.
Artist utilizes a restricted quantity of geometric shapes in a way that somewhat reflects a cubist inspired portrait.
Artist demonstrates limited or no usage and variety of geometric shapes.
Portrait
Artist shows the following portrait qualities in a uniquely inventive manner: eyes, nose, mouth, ears, and hair. Artist plans out the transition of realism to cubism by referring to a digitial self photograph and makes creative decisions that incorporate other art elements and principles such as space, value, color and composition. Artist's portrait has clear expression.
Artist shows the following portrait qualities: eyes, nose, mouth, ears, and hair. Artist's portrait has clear expression. Artist utilizes knowledge of geometric shapes to compose a cubist-inspired self portrait. Artist shows knowledge of the transition of realism to cubism by using a digitial self photo as a reference.
Artist shows some of the following portrait qualities: eyes, nose, mouth, ears, and hair. Artist shows limited usage of geometric shapes to show some cubist qualities. Artist somewhat understands the transition from realism to cubism by showing minor references to the digitial self photograph. Artist's portrait shows some expression.
Artist shows few or none of the following portrait qualities: eyes, nose, mouth, ears and hair. Artist shows no use of geometric shapes to create a cubist portrait. Artist shows minimal or no understanding of the transition of realism to cubism. Portrait shows no expression.
Self Reflection
Artist describes and analyzes the process of creating a work of art in the style of cubism with frequent use of art criticism vocabulary in a self reflection journal sheet.
Artist describes the process of creating a work of art in the style of cubism with frequent use of art criticism vocabulary in a self reflection journal sheet.
Artist describes the process of creating a work of art in the style of cubism with minimal use of art criticism vocabulary in a self reflection journal sheet.
Artist describes the process of creating a work of art in the style of cubism with little or no use of art criticism vocabulary in a self reflection journal sheet.


Unit accommodations for students not proficient on summative task:
-Students pre-cut geometric shapes using their photograph as a guide to place the shapes.
-Students sketch of portrait in the style of cubism and match the outlined shapes with cut-out geometric shapes.
-Students list the steps and give examples of the process for translating a still-life object or portrait to a work in the cubist style of art.
-Extend the time needed.
-Allow for repetition and continuous re-work.
Unit enrichments:
-Students choose another artist in the style of cubism to compare and contrast with Picasso.
-Students explore abstraction further. Instead of only a portrait, students transfer other objects into the style of cubism.
-Students research other cubist artists from Picasso's time period.