Goal (Terminal Objective):

Students will explore the art of Cubism through the artwork of Pablo Picasso.

Objective:

Students will create a self­portrait in the style of Cubism through the use of line, color, and space. Students will learn the difference between frontal and profile self­ portraits. Students will understand the placement of facial features is a main component in Cubism.

National Standards:

Visual Arts Grades K­4 Content Standard 1: Understanding and applying media, techniques, and processes

Visual Arts Grades K­4 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Visual Arts Grades K­4 Content Standard 4: Understanding the visual arts in relation to history and cultures

Visual Arts Grades K­4 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Visual Arts Grades K­4 Content Standard 6: Making connections between visual arts and other disciplines (Social Studies Cross Curriculum Connection)

Purpose:

Students will be introduced to Pablo Picasso’s life and his style of Cubism. Students will produce a self­portrait using Picasso’s theory of cubism.

New Vocabulary:

Cubism, frontal self­portrait, profile self­portrait, oil pastels

Materials:

#32-2007 Metallic Oil Pastel

#23-40xx 50 ct. Construction Paper Pack

Mirrors, small bars of hand soap, or any of Sargents Oil Pastels could be used.

Time:

3­4 hours

Introduction and Motivation (Set):

Students will understand Pablo Picasso’ theory of Cubism.

Instruction:

1. Lead a brief discussion on the life and activities of Pablo Picasso. Show examples of his sculptures and paintings using various reference materials. Listed below are several websites that may be used for the introduction.
2. Students should study the shape of their face, neck, and shoulders in a mirror. If possible, have the students stand in front of a full­length mirror and have them trace the outline of their face with a bar of soap. Great fun! A very successful and effective way of teaching them the shape of their face.
3. In the center of a sheet of 12”x18” black construction paper, have them draw the shape of their face. Remind the students mistakes can be covered when using oil pastels. One half of the oval will be the frontal view and the other half will be the profile side. Starting at the top center of the page, have them draw the profile of their face.
4. On the frontal half of the oval, draw an eye from the front. Moving across the page, draw an eye from the side. The nose is apparently showing as a profile view.
5. Draw in a mouth on both sides to complete the face. Discuss exaggerated expressions ­­ big open mouths, etc.
6. In the hair area encourage big, fun hair or hats, crowns, or headgear.
7. Draw in necks and shoulders including collars, pockets, designs on fabrics.
8. Using Sargent Arts Mungyo Oil Pastels, color in each space with a heavy layer of color.
   
9. The background space should be divided into irregular shapes and colored.
10. Complete the piece with a heavy black outline around each space.
    

Activities:

(1) Guided Practice:

1. Students will stand in front of a mirror and trace the shape of their face on a mirror. Study and redraw that shape.
2. Students will practice drawing facial features proportionally.
3. Students will practice profile drawing.

(2) Independent Practice and Check for Understanding: Students will draw the shape of their face and profile. They will draw the facial features proportionally and place them in the appropriate place. Be sure to emphasize features will be in both frontal and profile views. Students should color the spaces with Sargent Art Mungyo Oil Pastels. Remind them the background space should be divided and colored.

(3) Closure: Each student successfully drew a self­portrait and profile in a cubistic style.

Evaluation:

Level One – The student has successfully completed an original frontal and profile self portrait and incorporated all the elements and principals of design into the drawing. Both profiles show some self likeness. The facial features are drawn proportionally and placed in the correct space. There is a strong usage of line, space, and effective choice of color.

Level Two- ­­ The student has successfully completed an original frontal and profile self portrait and incorporated all the elements and principals of design into the drawing. Both profiles show little self likeness. The facial features are drawn proportionally but not placed correctly. There is usage of line, space, and effective choice of color.

Level Three – The student has completed a frontal and profile self portrait with no self likeness. Stereo typical facial features are drawn and not placed according to cubistic styles. Poor color choices were used and line quality was not used at all.

Level Four – The student has completed a frontal and profile self portrait with no self likeness. Very stereo­typical facial features are used and not placed according to cubistic style. Color choice and the effective use of space and are not demonstrated. Student has not shown any knowledge of cubistic style.

Extension:

Students can glue various materials such as fabric or wallpaper in strategic places emphasizing facial features.

Resources:

http://en.wikipedia.org/wiki/Picasso
http://www.arthistoryarchive.com/arthistory/cubism/Pablo­Picasso.html
http://www.kidzworld.com/article/4723­pablo­picasso­biography
Spark! Creative Fun for Kids/Draw like Picasso/April 1993/Fun Faces/Elizabeth Eron Roth