Ashlee Gray
Introductory Information:
- Lesson Title: Cubist Self-Portraits
- Grade Level and Class Size: 11 & 12, Portfolio Preparation & Advanced Portfolio
- Length of Class Period: 1 hour, 10 sessions
- Lesson Topic and Description:
Students will study the Cubist movement and its historical and cultural influences. Students will take a trip to the MFA, Boston and use their knowledge and influence of various works to create a self-portrait in the Cubist style.
Stage 1 –DESIRED RESULTS
Enduring Understandings:
- Art is influenced by culture and history.
- Cubism presents objects in a way we cannot see them.
Essential Questions:
- How are various cultures influenced by each other?
- How can an artist present an object differently or change the way we see an object?
Goals/Standards:
National Standards:
1: Understanding and applying media, techniques, and processes.
-Students will conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.
2: Using knowledge of structures and functions.
-Students will evaluate the effectiveness of artworks in terms of organizational structures and functions.
3: Choosing and evaluating a range of subject matter, symbols, and ideas.
-Students will apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
-Students will identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.
6: Making connections between visual arts and other disciplines.
-Students will learn about the relation of the Cubist movement to music.
Massachusetts Standards:
- Media, Materials, and Techniques
-Students will demonstrate knowledge of the media, materials, and techniques unique to the visual arts.
- Elements and Principles of Design
-Students will demonstrate knowledge of the elements and principles of design.
4. Drafting, Revising, and Exhibiting
-Students will demonstrate knowledge of the process of creating and exhibiting their own artwork: drafts, critique, self- assessment, refinement, and exhibit preparation.
- Critical Response
-Students will describe and analyze their own work and the work of others by using appropriate visual arts vocabulary.
Learning Objectives:
Students will know…
- The fundamentals and ideologies of Cubism
- Different styles of Cubism
- What cultures and prior movements influenced Cubism
- The works of various Cubist artists and those who influenced Cubism
- How to present an object in fragmented planes
- How to present their artwork
- How to talk about the works of others
- Vocabulary
Students will…
- Look at a slideshow presentation of various Cubist works and works that influenced Cubism
- Look at works of art at the Museum of Fine Arts, Boston
- Think about cultural and historical influences of Cubism and complete a question booklet
- Complete a Cubist self-portrait
- Take a follow-up quiz
- Present their artwork in a formal in-class critique
- Talk about the work of their peers
Stage 2: ASSESSMENT EVIDENCE
Performance Task as Evidence
Benchmark: Students will answer questions in their museum packet, demonstrating their understanding of Cubism and its cultural and historical influences. Students will then complete a Cubist self-portrait by painting their portrait in a limited color palette, cutting it up in simple geometric shapes, and collaging the pieces together.
Other Evidence/Continuum of Assessment Strategies:
- Students will be prompted through the presentation dialogue
- Students will complete a question booklet at the museum
- Students will communicate their understanding through informal checks during the art-making process
- Students will take a follow-up quiz
Criteria
Did the student…
- Behave appropriately in class and on the field trip?
- Demonstrate an understanding of Cubism and its African and Oceanic influences?
- Use a limited color palette?
- Understand and incorporate fragmented planes?
Stage 3: LEARNING PLAN
Materials:
- Slideshow presentation
- Museum question booklet
- Scrap paper
- 18” x 24” paper
- Acrylic paint
- Brushes
- Rulers
- Scissors
- Glue
Vocabulary:
Cubism: a style of painting and sculpture developed in the early 20th century, characterized chiefly by an emphasis on formal structure, the reduction of natural forms to their geometrical equivalents, and the organization of the planes of a represented object independently of representational requirements
Chiaroscuro: the use of deep variations in and subtle gradations of light and shade, esp. to enhance the delineation of character and for general dramatic effect
Elements of Art:basic components or essential “parts” of a work of art
Line:a mark made by a pointed tool
Color:what is perceived when waves of lights strike the retina of the eye
Shape:an area that is contained within an implied line or is seen and identified because of color or value changes
Form:volume and mass; 3-d aspects of objects that take up space
Texture:the surface quality, both simulated and actual, of the artwork
Value:the relative lightness or darkness of a color
Principles of Design: the concepts used to organize or arrange the structural elements of design. The way in which these principles are applied affects the expressive content, or the message of the work.
Balance:distribution of visual weight in a work of art
Rhythm:repetition of visual movement (colors, shapes, or lines)
Contrast: differences in values, colors, textures, shapes, and other elements
Emphasis: the focal point or dominant area of a work of art
Pattern: planned or random repetitions to enhance surfaces
Unity:a cohesive quality
Movement: directs the viewer’s eye around the work of art
Visual Image Resources:
Georges Braque. Fox. 1911. 21.5” x 15”.
Georges Braque. Woman with a Guitar. 1913.
Canoe Prow. Scultpure. 21.5” x 5” x 9”.
Esphyr Slobodkina. Tamara Abstraction. 1945. Mixed media on wood board. 19.5” x 41.5”.
Jan Matulka. Abstraction. Mixed media on paper. 18.5” x 11.5”.
Juan Gris. Still life with Guitar. 1925. Oil on canvas. 29” x 37”.
Mask (kifwebe). Unknown artist. 20”.
Mask (ges). Unknown artist. 14”.
Navigational Chart. Unknown artist. 26” x 25”.
Pablo Picasso. Le Siege of Jerusalem, grande tentation Celeste de Saint Matorel. 1914. Drypoint. 9” x 7”.
Pablo Picasso. Man with Guitar. 1911. Oil on canvas. 22.5” x 12.5”.
Pablo Picasso. Portrait of Ambroise Vollard.1910. Oil on canvas. 36” x 25”.
Pablo Picasso. Portrait of a Woman. 1910. Oil on canvas. 39.5” x 32”.
Pablo Picasso. Rape of Sabine Women. 1963. Oil on canvas. 77” x 51.5”.
Pablo Picasso. Standing Figure.1900. Oil on canvas. 59” x 39.5”.
Power Figure (nkishi). Sculpture. 24”.
Text, Media, and Web Resources:
Katz, E., Lankford, E., & Plank, J. (2000). Themes and Foundations of Art. Chicago.
National Textbook Company.
(2009). Dictionary.com. Retrieved February 18, 2009, from ask.com Web site:
Learning Activities:
Day 1:
Teacher will…
- Present a slideshow of Cubist works as well as influential African and Oceanic works
- Prompt students in their understanding of art movements and the influence of culture and history in art
- Talk with students about expected field trip behavior
Students will…
- Be familiarized with works by Cubist artists such as Braque and Picasso, and how they were influenced by African and Oceanic art
- Verbally demonstrate their understanding of presented material
Day 2:
Teacher will…
- Take students to the Museum of Fine Arts, Boston
- Give students a question booklet to complete in the museum
Students will…
- Look at works of art
- Complete the question booklet
Day 3
Teacher will…
- Review answers in the question booklet
- Talk with students about the works they looked at on day 2
- Explain the process and criteria of the Cubist self-portrait project
Students will…
- Demonstrate their understanding of Cubism in relation to other cultures and previous works and movements of art through formal dialogue
- Start preliminary sketches of their self-portrait
Day 4-9
Teacher will…
- Complete informal checks with students on progress and understanding
Students will…
- Complete their Cubist self-portrait
Day 10
Teacher will…
- Give a follow-up quiz on Cubism
- Lead class in a formal critique
Students will…
- Present their works of art in a formal critique
- Use vocabulary and communicate their understanding of Cubism through talking about the work of their peers