Time Required: Three 45-minute class periods DAY ONE

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1 Concept Idea: Cubism Overview: Prior to this unit, students learned about Picasso s three major stylistic movements: the blue period, the rose period, and cubism. The following unit is an extension on this concept, in which students create ceramic cubist portraits. Through this unit, students will gain a more complex understanding of cubism and will learn basic hand-building techniques. Grade Level: 3 rd grade Prerequisite skills/knowledge: Students should be able to recall the following from the previous unit: Picasso was an artist who is known for a number of artistic styles, including cubism; Cubism is a style of painting in which objects are broken into geometric shapes and arrange in a way as if to show the subject from all sides. Time Required: Three 45-minute class periods DAY ONE Objectives: During a group discussion, students should be able to recall information about Picasso s painting styles and accurately describe Cubism. While viewing images of Picasso s work, students should be able to identify and name geometric shapes within each image. While viewing images of Picasso s portraits, students should be able to identify which parts of the image represent the front view of the subject and which parts represent the side view of the subject. After participating in a discussion and demonstration, students should be able to draw a side, front, and composite silhouette. After drawing their composite silhouette, students should be able to add geometrically shaped facial features to their drawing that show the front and side of the face. Standards of Learning: 3.1 The student will identify innovative solutions used by artists to solve visual problems. 3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.5 The student will compare, contrast, and use organic and geometric shapes in works of art The student will identify and discuss common characteristics in various art careers (e.g., painter, sculptor, illustrator, visual art teacher) The student will express informed judgments about works of art. Materials: Picasso Portrait Lesson PowerPoint 1 small mirror for each student 3 pieces of tracing paper for each student Sharpies Pencils

2 Itinerary and Strategies: Teacher Actions Before students enter the room, the teacher will distribute 3 pieces of tracing paper and sharpies for each student. The teacher will begin the lesson by reviewing a few pieces of information from the previous unit. S/he will present a PowerPoint presentation, and ask the following questions throughout: Who was Pablo Picasso? What kind of art is he known for? What is Cubism? Expected Student Actions With the teacher s guidance, the students should be able to recall the following: Picasso was a Spanish modern artist. He is known for his blue period, rose period, and cubism. Cubism is a style of painting (or drawing) in which the artist breaks objects into geometric shapes and rearranges them in a way that shows the subject from all sides. The teacher will show a few examples of Picasso s work, and ask students to identify the geometric shapes within each image. The teacher will remind the students that Cubists aimed to show a subject from multiple perspectives. S/he will show more images of Picasso s work, and ask students to describe how Picasso showed the subject from the front and the side. Using the PowerPoint, the teacher will describe a silhouette, and instruct students to use a pencil to draw just a silhouette on one piece of tracing paper. Once they are happy with their silhouette, they may outline it with a Sharpie. The teacher will then instruct students to place the second piece of tracing paper over their drawing. Using the PowerPoint, the teacher will explain what a side silhouette is. S/he will instruct the students to draw a side silhouette on top of their front silhouette. The two silhouettes must be overlapping, and one side of the side-silhouette must be near the middle of the front silhouette. This means that the wavy (nose) side of the side silhouette can be in the middle of the front silhouette or on the side of it. The teacher will then instruct students to create a composite silhouette by tracing their side and front silhouettes on the final sheet of tracing paper. The teacher will then tell the students that they may now add facial features to their composite silhouette. The eyes, nose, mouth, etc. should be geometrically shaped, and show the subject from both the front and the side. At the end of the lesson, the teacher will instruct students to place all 3 sketches in their table s folder. Students should be able to name and identify the shapes present in each image. Students should be able to describe how Picasso showed a subject from the front and from the side. Students should be able to draw and outline a front silhouette. They may use the mirrors for reference. Students should be able to draw a side silhouette that fits and overlaps with their front silhouette. Students should be able to trace their composite silhouette on the final piece of tracing paper. The students should be able to add facial features to their drawings that are geometrically shaped and show the subject from the front and side. Students should place their final sketches into their table s folder.

3 Evaluation Strategies: Students will be assess based on the following questions: Was the student able to describe Cubism? Were they able to name and identify the shapes in each image of Picasso s work? Were they able to describe how Picasso showed people from the front and side at the same time? Were they able to draw a front, side, and composite silhouette? Were they able to add facial features to their composite silhouette that are geometrically shaped and show themselves from the front and side? DAY TWO Objectives During a demonstration, students should be able to describe how to create a composite silhouette using a needle tool and the slip and score method. After a demonstration, students should be able to use a needle tool and the slip and score method to create a composite silhouette. During a demonstration, students should be able to describe how to create facial features and texture using slabs, the coil method, and the slip and score method. After a demonstration, students should be able to cut slabs, use the coil method, and the slip and score method to attach facial features to their composite silhouette. After the demonstration, students should be able to add texture to their selfportraits using a needle tool. Standards of Learning: 3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.5 The student will compare, contrast, and use organic and geometric shapes in works of art The student will create a work of art in clay, using the coil-building process. Materials: 2 slabs of clay for each student Needle tools Slip Itinerary and Strategies: Teacher Actions Before students enter the class, the teacher will have distributed the class folders, as well as 2 slabs of clay and one needle tool for each student. As students enter, the teacher will ask them to join him/her at the demonstration table. The teacher will ask students to recap what was done in the previous art class. The teacher will explain and demonstrate safety procedures Expected Student Actions Students will gather at the demonstration table. Students should be able to recall they created sketches for a Cubist self-portrait. Students should be able to repeat these steps.

4 for needle tools. Next the teacher will explain and demonstrate how to create a cubist ceramic self-portrait through the following steps: 1. On the first slab of clay, use the needle tool to cut out your front silhouette. You may want to practice this by using the tool to lightly outline the silhouette before cutting all the way through. 2. Carve your name and teacher code on the silhouette and flip it over. 3. On the second slab, use the needle tool to cut out your side silhouette. 4. Decide how you want the two silhouettes to overlap. When you have, use the needle tool to score the parts of the two slabs that will be touching. Then, use your finger to apply slip to the two surfaces. If you don t slip and score, your artwork will fall apart in the kiln! The teacher will then ask students to repeat the steps. The teacher will then dismiss students to their tables, and lead the class through the previous 4 steps. S/he will also need to circulate throughout the room to help students complete this exercise. Once students have created their composite silhouettes, the teacher will ask them to return to the demonstration table. The teacher will then demonstrate how to create facial features with the remaining clay. S/he will show them how to cut facial features out of a slap, how to create facial features using the coil method, and how to at texture to flat surfaces using the needle tool. S/he will stress the importance of slipping and scoring the appendages before attaching them. S/he will ask students to reiterate the directions. The teacher will dismiss students back to their tables, and circulate through the room as students complete their sculptures. At the end of the period, the teacher will dismiss students by table to carefully carry their self-portraits to a safe location and then wash their hands/clean up their workspace. Students should be able to cut out a side and front silhouette and attach the two with the slip and score method. Students will gather at the demonstration table. Students should be able to reiterate the directions. Students should be able to add facial features to their self-portraits by cutting shapes out of slabs, creating coils, and using the needle tool. By table, students will carefully carry their selfportraits to the selected location. They will then clean their workspace and wash their hands. Evaluation Strategies: Students will be evaluated based on the following questions:

5 Were the students able to recall what happened in the previous class? After the demonstrations, were they able to reiterate the directions? Were they able to use a needle tool and the slip and score method to create a composite silhouette? Were the students able to add geometrically shaped facial features to their composite silhouettes? Did their self-portraits survive the kiln or did they fall apart? DAY THREE Objectives During a group discussion, students should be able to identify and name warm and cool colors. After a demonstration, students should be able to apply glazes to their ceramic sculptures After a demonstration, students should be able to glaze their ceramic sculpture with a warm, cool, or half warm half cool color scheme. Standards of Learning 3.1 The student will identify innovative solutions used by artists to solve visual problems. 3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.4 The student will identify and use warm and cool colors Materials Ceramic Self Portraits (from previous class) Color Scheme PowerPoint Glazes Glazing brushes Kiln Itinerary and Strategies Teacher Actions The teacher will explain to the students that they will be glazing their ceramic sculptures. Using a PowerPoint presentation, s/he will explain the difference between warm colors and cool colors. S/he will then show students images and ask them to identify whether the color scheme is cool or warm. The teacher will explain to the students that they will be using a color scheme when glazing their sculptures. They may either use all cool color, all warm colors, or cool colors on half of their portrait and warm colors on the other half. S/he will then demonstrate how to glaze a ceramic sculpture. S/he will stress the importance only glazing the top of the sculpture and of cleaning the brush before moving on to a new color. The teacher will allow the students to begin glazing. Expected Student Actions During the group discussion, students should be able to identify and name warm colors and cool colors. Students will spend the remainder of the period

6 During individual work time, the teacher will circulate throughout the room. S/he will be looking for whether the students are using the glazes correctly and whether they are using an appropriate color scheme. At the end of the period, the teacher will call students by table to bring their glazed artworks to a counter at the back of the room. S/he will also give clean up instructions. glazing their sculptures. They should be using one of the three approved color scheme, and should be able to identify and describe their color scheme to the teacher. Students will bring their sculptures to the counter at the back of the room and clean their work area. Evaluation Strategies: Students will be evaluated based on the following questions: Was the student able to identify and name warm and cool colors? Did the student apply glaze evenly over their sculpture? Did they miss any spots? Were they able to use a warm, cool, or warm/cool color scheme?