Lesson Plan Template – ED 3501 (Version C)

Lesson Title/
Focus Picasso: Cubism Date 12/3/2020

Subject/Grade Time Du-

Level Art/Grade 4 (/5) ration 60 minutes

Unit Picasso Teacher Erin Wieser

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Depiction: Component 4: main forms and proportions: students will perfect forms and
Learning
Outcomes: develop more realistic treatments
Component 7: emphasis; students will create emphasis by the treatment of forms and
qualities
Specific C. Images can be portrayed in varying degrees of
Learning
Outcomes: realism
C. Details, accents and outlines will enhance the
dominant area or thing.
LEARNING OBJECTIVES
Students will be able to:
1. Produce an abstract drawing using Picasso as reference
2. Discuss the qualities which make Picasso’s work so unique
ASSESSMENTS
Essential Question: -What made Picasso’s Cubism work so unique?
Observations: -(F): student discussion
Products/Performances: -(F): student self portraits
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

-Pinterest -White paper, pens, pencil crayons and crayons

-Getting to Know Artists: Pablo Picasso by Mike -Getting to Know Artists: Pablo Picasso by
Venezia Mike Venezia
-SMART board
PROCEDURE
Prior to lesson -Cut pieces of white paper in half, grab black markers, die
Introduction Time
Attention Grabber -Have all students come to the corner carpet space in the
classroom
-Who here can tell me about why we drew in blue last week? 3 minutes
What did blue symbolize? Why did Pablo Picasso draw in blue for
so many years?

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Adapted from a template created by Dr. K. Roscoe

Transition to Body
Story book time
Instructions
Drawing
Essential Question:
Closure & Transition to
Next Lesson:
Sponge Activity/Activities
Reflections from the les-
son
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
-Today, we are going to be learning about Picasso’s cubism
period, which he is most famous for. Cubism is an art style that
Picasso created in which pictures (drawings or paintings) look
abstract, not quite like reality, but close. Today we will read more
of our Picasso book, and then try creating a Picasso inspired piece
of ourselves
Body Time
-Read students story book pages 10-18 (Skip pages 13-14)
-Brainstorm why Picasso turned to cubism after his Blue and Rose 5 minutes
period, what makes cubism so unique?
Introduce students:
-To worksheet (attached below), dice and how to draw a Picasso
inspired portrait
-Show an example by rolling the dice, drawing yourself and then
giving verbal and visual examples of what you might do when
done
7 minutes
-Show students finished example piece
-Students may come get a dice and then go to their desks-
immediately after, write instruction on the board: 1. Roll dice, use
pencil to draw each piece. 2. Once you have a head, eyes, ears,
nose and mouth, draw over the pencil with black marker (no
sharpies!) 3. Colour in with cool, wacky colours and add detail.
-During drawing time, circulate to give feedback, advice, deepen
30 minutes
questions and discussions, and make sure all are on task
Closure Time
-What made Picasso’s Cubism work so unique?
-Share pieces 3 student pieces of work, put pieces up on the wall
for parent teacher interviews so that students can have parents
guess which is the child’s
-If any students are ‘done’ early, have them go back and add more detail, re-
fine their drawing, or add things in the background/colour the background
-This lesson went incredibly well. Students enjoyed rolling the dice to find
their features, and all did something different and unique. Students were able
to stay on topic, use time to discuss cubism and Picasso, and create beautiful
self portraits
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 Lesson Plan Template – ED 3501 (Version C)

-I attempted to integrate Indigenous pedagogy through the use of semi-self

Indigenous Integration
Piece: led experiential art. I wanted the students to experience some of the shapes
and styles that are essential to cubism

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Adapted from a template created by Dr. K. Roscoe