Teacher: Autumn Carter Grade Level: 9 - 12 Date:
Lesson Title: Construction, Deconstruction, and Reconstruction
Kansas College and Career Ready Standards
Addressed
Cr2.1.1 Engage in making a work of art or design
without having a preconceived plan.
Cr2.1.11 Through experimentation, practice, and
persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.
Cr3.1.1 Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress.
Key Vocabulary
Observation Drawing
Deconstruction/Reconstruction
Line
Color
Analytical Cubism
Viewpoints
Washburn University Department of Education
Unit Goal(s) Students will be able to:
Students will create drawing/s without prior
planning and experiment with medium to create
their own contemporary designs.
Students will reflect on their artworks with
progress critiques.
Students will construct several observation
drawings of their choice, using different mediums
and from different viewpoints.
Students will deconstruct their drawings by
cutting or ripping them up.
Students will reconstruct one or more “new”
drawings from their deconstructed drawings.
Lesson Objectives/Goals
Identify Bloom’s and/or Depth of Knowledge
Levels
Create – students create a drawing from
reconstructing their deconstructed observation
drawings.
Evaluate – students evaluate their artworks based
on principals of art and their demonstration of
acquired skills.
Analyze – students analyze each other’s works by
using critical thinking.
Apply
Understand
Remember
Where Does Lesson Fit Within Unit?
8/8/2019
 Safety Precautions List of Resources/Technology

Scissors – sharp and can cut Teacher Students

PowerPoint presentation
Paper
Drawing medium
Scissors
Adhesive

Art Materials for Lesson

Paper, drawing mediums (pencil, chalk pastel, oil pastel, ink, etc.), scissors, adhesive

Introduction (Engage) to the Assignment

Artists Introduced (remember diversity): Topics Covered
Pablo Picasso Ask if students are familiar with observational
Wassily Kandinsky drawings. Ask what they know about observational
Augusta Savage drawings, line, etc. Ask if they know what it means to
Jean-Michel Basquiat deconstruct and reconstruct an artwork.

Present slideshow with Pablo Picasso’s Violin and

other examples.
Preassessment/ Response to Introduction
Asking questions about the students’ knowledge of observation drawing and deconstruction/reconstruction,
and having them apply it to artwork examples.

Instructional Procedures (Explore/Explain/Expand)

Modules scaffold information so that students can be successful when they reach the main project

Washburn University Department of Education 8/8/2019

 Module 1: (Introduce, Describe, Demonstrate, Practice)
1. Presentation about observational drawings in art history.
2. Compare and contrast with other drawing techniques.
3. Discuss how to achieve an observational drawing.
4. Create a small observational drawing of an item in the classroom.
Module 2: (Introduce, Describe, Demonstrate, Practice)
1. Presentation about observational drawings from different viewpoints (bird’s eye view, worm, etc.)
2. Discuss how the drawing changes (objects becomes elongated, warped, shorter, etc.)
3. Discuss the effects of changing the viewpoint (how does it make the audience feel?)
4. Create two observational drawings of an object – one at level field of view and one at a different viewpoint.

Module 3: (Introduce, Describe, Demonstrate, Practice)

1. Presentation about analytical cubism (and breaking it down into deconstruction and reconstruction) with
examples from Picasso.
2. Discuss how these examples combine different viewpoints to create an image that is still identifiable.
3. Discuss the effects of reconstructing drawings to make one image.
4. Start main project.
Project: Construct Observational Drawings, Deconstruct, and Reconstruct Into One Image

1. Have students gather for a demonstration.

 Have prior observation drawings of an object prepared.
 Cut or rip up the drawings into as many pieces as desired.
 Roughly place different pieces of different drawings onto a large sheet of paper, creating an
image. (try to have overlapping pieces)
 Once satisfied with placement, start gluing down the pieces to the larger paper.
 Let students know it does not have to be perfect and look exactly like the object because the
different viewpoints will abstract the object.
2. Ask if there are any questions – dismiss to grab paper and to begin their drawings.
3. Walk around and check in with students to make sure they are drawing from different viewpoints
with each new drawing.
4. About half-way through, have small group critiques and then at the end have rotating critiques so all
students can provide input.

Informal or Formal Formative Assessments (Evaluate)

With successful reconstruction, different viewpoints can be identified.

Summative Assessment (Evaluate)

Rubric to evaluate final project.

Closure
Have students reflect over their project and how successful they were at deconstructing and reconstructing
drawings to create one image – what kind of improvements can be made next time.

Washburn University Department of Education 8/8/2019

 Differentiation or Modifications/Accommodations
with Content, Process, Products or Learning Environment

Allowing advanced students to use more viewpoints in their final image while students who may struggle
with the assignment work with fewer viewpoints.
SAMR – Provide SAMR Levels
Redefinition- Technology allows for a completely new PowerPoint presentations
task to be done that without technology would be
impossible.

Modification- Tech is part of the task and significantly

modifies the assignment.

Augmentation- Technology is a direct tool

substitute, It is a functional improvement

Substitution- Technology acts as a direct tool

substitute with no functional change
Reflection (Complete After Teaching)

Washburn University Department of Education 8/8/2019

Washburn University Department of Education 8/8/2019