Lesson

Picasso Portraits Date November 15th 2019

Title/Focus
Subject/Grade Time
Grade 5 1 Hr. 15 Min
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Essential
How can we interpret forms and transform their composition to create new works of art?
Question
General
Learning GLO: Component 4 - MAIN FORMS AND PROPORTIONS: 
Outcomes:
 Students will modify forms by abstraction, distortion and other transformations

Specific
Learning SLO: 
Outcomes:  Shapes can be abstracted or reduced to their essence.
 Shapes can be distorted for special reasons.

LEARNING OBJECTIVES
Students will:
1. View the work of Picasso and copy his style of cubism
2. Turn self-portraits into abstract works of art, by changing the color and composition of facial features

ASSESSMENTS (How I will know students have achieved the objective(s))

 Students will have created distorted and colorful self-portraits in Picasso’s Cubist style

Prior to the Lesson MATERIALS AND EQUIPMENT

 Create Power Point to show examples of Picasso’s Cubism  Oil Pastels
 Create example portrait of what students will be making  Black oil pastels, enough for each student
 Various colors of Construction paper
 poster board/large paper for example
 Paint brushes (use the back of it for etching)
 Toothpicks
 Example Portrait
PROCEDURE
Introduction Time
I Introduction/Attention Grabber:  6 Min

- As students settle down into the lesson, the teacher will go over key words for the lesson:
Line, Shape, Abstract, Cubism, Self-Portrait
-the teacher will show a picture of Picasso’s Girl before a Mirror. Ask the students what do
they see? Do the figures look happy or sad? How did Picasso's use of color demonstrate
that? Have the students describe the shapes they see on the left-side. Then ask about the
right side. Are they exactly a mirror image? Explain to students that this is a reflective
portrait of Marie-Therese Walter, a woman who Picasso loved to portrait. Explain to
students that Picasso would look at a person he was drawing and broke up the body into
shapes and angles. Although Marie-Therese is standing before a mirror, she is seeing a
reflection of reality. Quickly show examples of Picasso’s other works and point out cubist
details.
-The teacher will tell students that today they will be making Self-Portraits using Picasso’s
Cubist style
Adapted from a template created by Dr. K. Roscoe 1
 Body Time

-The teacher will have a finished example hung on the white board, to show students what they will be
making today. There will also be written step by step instructions, along with key points:

1. Use lots of different colors

2. Go over black outline twice, make it noticeable and thick
3. Add patterns, make it interesting!
4. Use the back of a paintbrush to add design
5. Layer colors, start with the lighter color, then add a darker one on top
6. Add a background

-The teacher will then demonstrate to students how to draw out the portrait. While doing so the teacher
will explain that there is no right or wrong way of drawing an abstracted way—that is the essence of
abstraction. The teacher will explain that the more distorted the image is, the more abstracted it is.

-Using a white board marker, the teacher will demonstrate and instruct students to first draw a side
8 min
profile of a face (with the eye looking straight ahead and the nose pointing out straight ahead) then the
teacher will draw the other side of the face (which should face towards the drawer) by first drawing a
curved line from the top side of the head to the chin of the other face. The result should be a face, with
both sides facing different directions (side profile and front profile). The teacher will emphasis that when
making these portraits, to not consider accuracy and perfection. Explain that Cubism was created at a
time where people were used to seeing realistic art and it shocked them when this new art style was
created.

The teacher will explain that the eyes and ears don’t have to match up and they can place them higher or
lower as they wish. The teacher will then draw the hair and the neck. The teacher will draw lines to split
the face into sections with the same black oil pastel. After the teacher finishes the example of the outline,
they will instruct students that now it is their turn to create their own portraits.

The teacher will have different stacks of colored construction paper at the front and instruct students by
table to come and select a color of their choice. The teacher will tell students to write their name at the
55 min
back of the paper before starting. The students will then have a chance to draw the outlines with the
black oil pastels. As the students are working the teacher will walk around and support any students who
need direction. The teacher will also encourage students to add more features such as eyebrows,
eyelashes, cheeks, etc. The teacher will emphasis that creativity is encouraged and to not overthink what
they are drawing. They will also emphasize intentional abstraction and that the portrait shouldn’t look
realistic

Once students are finishing up the outlines, the teacher will go around to each table and show them
different techniques they can use with oil pastels (etching, layering). The teacher will show them that they
can scratch off the top layer of oil pastel to reveal the under layer.

As students are coloring, the teacher will emphasis that different colors can represent different emotions
and moods (cool tones: sad, calm warm tones: passionate, angry) but they can also just use whichever
colors they feel like. Encourage them to make each sides of the face, and features, different colors.

After student have finished, encourage them to draw a background if they have not already, and to add
any additional lines, patterns, colors, etc.)

Closure Time

 Have students hand in their finished pieces for the teacher to hang up at the back of the class. If
they have not finished, let them know that they can work on it during the next art class. After 6 min
hanging, have the students do a gallery walk and observe their classmates work. Point out how

Adapted from a template created by Dr. K. Roscoe 2

 they are all differently creative and unique, which makes them interesting. Have students discuss
positively about each other’s work
 Reinforce that we can represent things as we experience them in space and time. 
 There is no right way of representing something
 Makes for an interesting work of art going against convention (the norm)

Reflections:

Adapted from a template created by Dr. K. Roscoe 3