Lessons 2-3: Self-Portrait Picasso Style
Duration:  2 class periods
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric  
Materials: pencil, sketchbook, viewfinder for the drawing ritual, 12"x18" white paper, black marker, colored markers and/or colored pencils
Vocabulary: organic shape (an irregular shape, or one that might be found in nature, rather than a mechanical shape), geometric shape (any shape or form having more mathematic than organic design It includes math shapes such as circles, triangles, rectangles, spheres, cylinders...)
Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it (using string and tape).  Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook.
2. Look at this Portraits like Picasso cubism lesson plan.
   TIP: When drawing a profile, have someone pose for you.
3. Glue the completed self-portrait onto larger black paper as a frame.
4. Display the art outside the art room. Good job!

Differentiation
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Lesson 4: Hidden Shapes in Humans and Animals
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: pencil, sketchbook, viewfinder: cardboard with a 3"x4" opening with a cross grid running through it (using string and tape) for the drawing ritual

Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook-- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it (using string and tape).  Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook.
2. Together as a class, read and listen to the audio book,  Drawing Animals.
3. Practice drawing the hidden shapes first, then filling in the details in your sketchbook.

Differentiation
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Lessons 5-7: Camouflage Animals: Positive and Negative Spaces
Duration:  3 class periods
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment: Student will complete a self-assessment of your artwork answering the following questions.
What is positive and negative space both in 2-dementional artwork and the environment around you?
What is the most interesting element of your completed artwork?
If you could change one thing about your artwork, what would it be and why? 
Materials Needed: pencil, sketchbook, viewfinder: cardboard with a 3"x4" opening with a cross grid running through it (using string and tape) for the drawing ritual.
12” x 18” white sulphite drawing paper           
10” x 10” piece of tag board
Pencil (option:  Ebony jet black drawing pencil)           
Ruler
Compass
Vocabulary: positive and negative shapes

Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook-- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it(using string and tape).  Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook.
2. You will design and complete a camouflage design using an animal, simple geometric shape and dark values to create positive and negative space in a piece of artwork. See the sample.

3. In an art design positive space is created by the objects that you draw.  The negative space is what is the space that appears around the objects you draw. An artist depicts positive and negative space in design by using white and black shapes – where white would be is the positive areas and black creates the negative areas.

4. Analyze the following works of art: Aquarium by Josef Albers. Notice how he used repletion of shapes and value and create positive and negative space in his artwork.

5. From the 10X10 tag board, cut 4X4 and 6X6 inch squares. On the 4” x4” square draw a fish, insect or reptile.  (An example of a pattern is shown above.)
   Make sure your drawing fills the entire square (touches each side at least once)
   Add details – wings fins, legs, body parts, etc.
   Draw designs and patterns inside your animal. (These can be real or invented.)
   Using your pencil, fill in these patterns and designs with a solid dark value.
   Cut out your animal shape. This will be used as your pattern.
   Trace it on the 12” x18” white sulphite drawing paper using a popcorn pattern (alternating random pattern).  Using the following guidelines:
   Trace it at least 7 times.
   Do not overlap them.
   Have some of them go off the edge of the paper. 

6. After you are done tracing all of your animal shapes, go back and draw in all the inside lines and patterns. Don’t worry if they are not exactly alike in each animal.  (this will add character to your design.)

7. On the 6” x 6” tag board, draw a geometric or free form shape. Cut out the shape. Trace in on your 12” x 18” sulphite drawing paper in a popcorn pattern.  Using the following guidelines:
   Make sure at least one shape overlaps each animal.
   Do not have animals in the center of the shape.
   Make sure shapes overlap each other.
   Your animal shapes and geometric or free form shapes are the positive spaces in your design.

8. Using your pattern as a reference, fill in the designs and patterns in each of your animal shapes using the following guidelines:
   When they are inside the geometric or random shape, change the positive areas to negative areas. (What was white in your pattern becomes black in the geometric or random shape.)
   Where the shapes overlap each other, it should be considered negative space.
   Make sure you use solid dark values.

9. When you have finished filling in the animal patterns, fill in all areas around the shapes and animals with a solid dark value. (This area around the shapes is the negative space in your design.
   TIP: Put a piece of copy paper over the parts of the drawing you are not working on to avoid smearing. Your completed art work should display an equal balance of positive and negative space.

Differentiation
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Lesson 8: Geometry in Art-Shapes in Perspective Introduction
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Materials:   pencil, sketchbook,  viewfinder: cardboard with a 3"x4" opening with a cross grid running through it (using string and tape). for the drawing ritual, white drawing paper, ruler, shape templates if desired, markers or colored pencils
Vocabulary: linear perspective, vanishing point
Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook-- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it(using string and tape).  Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook.
2. This project will help you understand and draw geometric shapes in PERSPECTIVE.  Linear Perspective is a system of drawing or painting in which the artist attempts to create the illusion of spatial depth on a two-dimensional surface. For instance, we see parallel lines as converging in the distance, although in reality they do not. Stated another way, the lines of buildings and other objects in a picture are slanted inward making them appear to extend back into space. If lengthened these lines will meet at a point along an imaginary horizontal line representing the eye level. The point at which such lines meet is called a vanishing point.
3. Follow this lesson:  3D Shapes Pictures in Perspecive.

Differentiation
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Lesson 9: Cubism: Geometry in Art- Chairs (Part 1)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Materials:     pencil, sketchbook, viewfinder: cardboard with a 3"x4" opening with a cross grid running through it (made by string and tape) for the drawing ritual, Chairs - assortment of wood chairs and classroom chairs, five sheets per student of 12"x18" heavy drawing paper,  pencils, erasers, scissors, glue, tempera paints, brushes, water dishes, Black permanent markers
Alternate: Seral Transfer paper, Newsprint
Vocabulary:   perspective, positive and negative space, tint, shade

1. Begin with a 5 minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook. 

   You have seen a PABLO PICASSO video as well as looked at some paintings of Picasso. He was also one of the leaders in developing and art movement called CUBISM that enormously influenced the advancement of painting in the 20th century. Analytic cubism (1909–1912) was the first phase of cubism and is a style of painting Picasso developed along with Georges Braque using monochrome brownish and neutral colors. Both artists took apart objects and “analyzed” them in terms of their basic three-dimensional shapes, then reconciled them into the two-dimensional picture plane. These often looked like shattered glass paintings. Picasso and Braque’s paintings at this time have many similarities. Synthetic cubism (1912–1919) was a further development of the genre, in which cut paper fragments—often wallpaper or portions of newspaper pages—were pasted into compositions, marking the first use of collage in fine art. 
   Look over this website for a Picasso Biography and Cubism Paintings to look at.

2. Cubism Collage - Monochromatic Painting Lesson Plans
   TIP:  You may simplify this lesson using TINTS OR SHADES, not both.
3. Put your name on the back of your drawing paper.  Place a chair on top of the table and draw the chair on the top of your table from your seat.  Use contour lines to outline the basic shapes of the chair.  Look at the NEGATIVE shapes as you draw as well. As you have learned in a previous lesson, the  positive space is created by the objects that you draw.  The negative space is what is the space that appears around, and in this case, in between the positive shapes of the chair. Look in between the positive shapes of the chair and draw the negative shapes in relation to the positive shapes of the chair. This will help you draw in correct proportion. Look at the angle of the legs.  Notice how the edges of the lines that form the legs meet each other and try to duplicate the correct angle.
4. You will then choose four more PERSPECTIVES to create four more chair drawings on four more sheets of paper.   Some ideas may be from the top, bottom, side, front, back, or an endless possibility of odd angles.  (There could be one chair on the floor for you to draw from the top or bottom).
5. Outline all your chair drawings with black permanent marker.

Differentiation
Support: 
Extension:   You may paint the chairs using tints AND shades.

Lesson 10: Cubism: Geometry in Art- Chairs (Part 2)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Materials:     pencil, sketchbook,  found object for drawing ritual, Chairs - assortment of wood chairs and classroom chairs, five sheets per student of 12"x18" heavy drawing paper, , pencils, erasers, scissors, glue, tempera paints, brushes, water dishes, Black permanent markers
Alternate: Seral Transfer paper, Newsprint
Vocabulary:    perspective,  positive and negative space,  hue
Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook-Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook.
2. Once you have their five drawings finished,  cut out the shapes of your drawing to create a collage.  Once you have your collage designed, glue down the shapes.
3. You may use an egg carton and choose a HUE-any color as found in its pure state.  For a TINT you will add white to the hue until you have created a five step value scale from the original hue to pure white.
   If you are creating SHADES begin with a hue and add black gradually to create a five step value scale that ends with black. 
4. Paint your collage using your hue in five values of shades OR tints.  Darker colors will RECEDE whereas lighter and brighter colors tend to move FORWARD or POP.  Decide where you would like to create the most spatial depth; these areas will be painted with the darkest colors.
5. Be as neat as possible as you complete your painting.
6. When your painting is dry, you may outline your shapes again if you need to.

   Differentiation
   Support: 
   Extension:   You may paint the chairs using tints AND shades.

                                                                                                        

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Lessons 11-12:  Cubism Collage with Guitar (Part 1)
Duration:  1-2 class period(s)
     
Enduring Understanding: 
Essential Questions:  
Materials:  sketchbook and viewfinder for drawing ritual, guitar or other musical instrument positioned on a table, thick and thin black markers, colored pencils, colored markers, crayons, oil pastels
Vocabulary:  organic and geometric shapes, symmetry 
Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook. 
2. Display a guitar positioned upright on a table in the class for the students to draw in their sketchbooks.
3. Observe any geometric shapes that make up a guitar.  What are they and where are they found? 
4. Look at the outside shape.  Is it symmetrical?  What kind of symmetry?  One side is a mirror image of the other, like a face.  This is called line, mirror, or reflective symmetry. 
5. Begin a contour line drawing of the guitar in your sketchbook.   Compare the length and width of the headstock, neck and the body of the guitar as you draw.   The body of the guitar is almost half the length of the entire instrument.  Does it look this way in your drawing?  Add details in line after you complete the basic shapes. Date your sketchbook.
6. Use a 12"x18" white or manila paper for this next drawing of a guitar.  Write your name on the back. You may change your angle of the guitar for this next drawing. The tip of the headstock should touch the top edge of the drawing paper and the bottom of the body should touch the bottom of your paper (unless you are looking down or up at a severe angle).  Add your details when you are satisfied with the proportions.
7. When you have finished your contour line drawing, outline everything with a black marker.  Use thin and thick lines.  You may add color with markers, colored pencils or crayons.
   TIP:  Important lines such as the outer shape should be thicker than the small details.
8. If you'd like to add a table to your art use colored paper to draw a simple table top and legs. Save this for next time.
9. We will turn this guitar into a cubist work of art next class time.
   
   View the student ART GALLERY for fabulous Guitars in Cubism Style.

Differentiation
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Lesson 13:  Cubism Collage with Guitar-(Part 2)
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
Materials:  sketchbook and viewfinder for drawing ritual, guitar or other musical instrument positioned on a table, 12"x18" colored background paper, ruler, markers, assorted papers such as wallpaper, newspaper and magazine paper, burlap, sheet music, felt...etc, scissors, glue,
Vocabulary: analytic and synthetic cubism
Activities:

1. Begin with a 5 minute Drawing Ritual in your sketchbook-Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook. 
2. Picasso's cubist works changed and developed over  time.  Look at this page of his Paintings in the style of Cubism. Look at the differences between
   Portrait of Ambroise Vollard (1910) and Guitar (1913).  What differences do you see?
   One looks like shattered glass (Analytical Cubism) and the other is a collage of cut and glued materials (Synthetic Cubism).
3. You will work on the background for your guitar picture.  You may choose to make this look like shattered glass like in Portrait of Ambroise Vollard using markers or add cut and glued papers like Guitar.
4. If you'd like your background to look like analytic cubism or shattered glass, use a ruler and markers.  Criss-cross short and long lines.  Experiment with angular shapes.  Inside the corners of your shapes or angles add darker VALUES and gradually fade them out.  This will create an illusion of spatial depth.
   For a synthetic cubism background, use assorted material to cut and glue on top of your colored or white background paper.  Think about objects when you cut and glue down your shapes.  Your papers may come off the page.
   Here is an idea: Add a small 3D music book made from cut colored papers Cut this booklet into a few pieces and glue so part of it pops off the picture. You can also cut and glue printed sheet music to your picture.
5. Next class we will finish up our cubism pictures.
   
   View the student ART GALLERY for fabulous Guitars in Cubism Style.
    

Choose a background color. 

Differentiation
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Extension:  

Lesson 14:  Cubism Collage with Guitar (Part 3)
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
Materials:  sketchbook and viewfinder for the drawing ritual, scissors, glue, markers, colored pencils, crayons, oil pastels, sheet music
Vocabulary: analytic and synthetic cubism
Activities

1. Begin with a 5 minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook. 
2. Your background should be complete.  Take your guitar and table and use your ruler and a pencil to draw lines through it.  Overlap lines and draw angular geometric shapes.
3. Cut your guitar and table along these lines and rearrange them on your background.  Some pieces may come off the page.
4. Glue down your guitar and table shapes.
5. Add any additional lines, color, or cut paper to your artwork to finish.
6. Write your name on the lower right corner of the completed Cubism Collage. Great job!
7. Have a class critique on the similarities and differences between the guitar pictures. How do they reflect Cubism? Are some more analytic or synthetic in their styles?
8. Display this outside the art room for all to see and enjoy!
   
   View the student ART GALLERY for fabulous Guitars in Cubism Style.

Differentiation
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Extension:  

Lesson 15: Using Geometric Shapes- Quilts (Part 1)
Duration:  1 class period
     
Standard 1: Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Materials: pencil, sketchbook and viewfinder for the drawing ritual, tag board or old manila folders, ruler, 12"x18" brown butcher paper, water bucket, black marker
Vocabulary: 
Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. Use a 6"x8" cardboard with a 3"x4" opening with a cross grid running through it. Another way to create viewfinders is to use a copying machine that can make transparencies.  Include a black frame with window that is divided by bold black lines.  The grid helps students observe measurements and angles.  Follow this Goshen Education site to follow the LINEAR PERSPECTIVE drawing ritual using the viewfinder. This is a quick sketch using your sketchbook. 
2. Look at examples of geometric shapes and repeated patterns in quilts and wall hangings. Discuss the variety of geometric shapes in those examples.
3. Cut out shapes from tag board or old manila folders.
4. Cut out brown butcher paper block pieces of paper to a chosen dimension.  12" x 18" is the recommended size.
5. Have students take the brown paper, wad it up, then dip it in a bucket of water, stretch it out flat, smooth it out, then let it dry overnight.
6. Trace geometric shapes onto the brown paper in repeating designs, then color the shapes with black marker.

Differentiation
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