Cubist Picasso - The book has 400 color plates and a number of early photographs of the artist's studio, and the various chapters are preceded by more than a dozen full-page, enlarged details.
Picasso - Carsten-Peter Warncke's study is a thorough review of Picasso's entire oeuvre, from the early Blue and Rose Periods, through the analytic and synthetic cubism and classicist phase all the way up to the art of the old savage Picasso.
Start the lesson with a VTS activity of one of Picasso's works; perhaps The Three Musicians.
Next, pass out the hand-out with the three questions, while the students are working on the questions, set up the PowerPoint. (Students may need help with the definition of self-portrait)
1) What is a self-portrait?
2) Why does an artist create a self-portrait?
3) Should an artist follow a set of rules when creating a self-portrait? Explain why or why not.
Next, show the students the PowerPoint. Give them the definition of self-portrait and then show them some ideas of portraiture that they may be familiar with or perhaps find more traditional. Next, show them an example of Picasso's own self-portrait, give the students some interesting info about Picasso, show them some of his more realistic works and then lead them into Picasso's cubist approach to portraiture.
Ask them what they think and how is it different than the previous portraits. Continue through the slides about Picasso and cubism and then stop and take some time for the students to examine the other Picasso pieces. (Stop the slide show at the slide that says "Stop Here")
Next, show them the clip of Picasso. Give the students the assignment handout, go over it, and then collect the answers to the questions.
Show the remainder of the PowerPoint that describes the portrait hunt. In addition, today will be picture day. Each student will have two pictures taken of their face from close up and from two different views. Late, the teacher will print out each picture and then make photocopies while both shrinking and enlarging the copies. Each student will get 5 photocopies.
While students are having their photos taken, the rest of the class will work on the Portrait Hunt assignment.
- Use the art history books and texts to find 2 different portraits by 2 different artists.
- The portraits that you select must include portraits done by an artist of both genders and an artist of a different race or culture.
- With each portrait that you find, you must: Identify the artist, title of the work, and year. Write a small paragraph describing the portrait. Include things like, what the person looks like, what are they doing, what colors is the artist using... etc.
- Also, remember to write down the title of the book and the page number that you got the portrait from.
Be sure to go over the handout together and to reinforce how to look for the title of a work, date, artist…etc. Remind them of the slide from the PowerPoint.
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The teacher will quickly go over the rubric with the students and post it on the wall or board in a designated area. Each student will get a rubric that they will need to put their name on and pass back.
Next, the teacher will begin the class by demonstrating the assignment to the students. She will talk about creating an interesting composition before gluing. The students should lay out their images and experiment with their composition. Next, she will explain that after they have created an interesting composition and glued their work down, they will use the designs, patterns, and repetition to create interesting backgrounds (We had previously done an assignment with pattern-so feel free to have them do the background of your choice). These designs must be well planned out. The teacher will now show her example and a student example.
The teacher will then clarify that everyone knows what they're doing and will pass out photocopies, white paper, and scissors.
Once the student believes he or she has an interesting composition, they will ask the teacher before they receive glue. From here, the student should focus on drawing the background.
The teacher will begin the class by demonstrating the use of oil pastel resist. She will remind the students about using Color Wheels and how to get the best colors possible.
The students will continue to work on the gluing portion of their portraits before they are given oil pastels.
Once the student has completely colored in their portrait with oil pastel, the student must see the teacher before given permission to apply the watercolor.
The students will have a few minutes at the beginning of class to make sure their portrait is ready to turn in (making sure that their names and class hour are on the back).
Next, the students will take turns meeting with 2 people each for a critique (they should partner up with people that they do not sit by-this way a different person can see their work). Each student will be given a handout that has questions and two spaces for each person. The student will write down the name of both partners and spend 5 minutes for each person answering the questions about each other's artwork (this process will take about half of class).
Finally, the students will complete a self-evaluation form/rubric and a second set of self-portrait questions. If there is not enough time to complete the questions from the first day, the student may take this home for homework. It will be due the next day.
After they finish, they will turn all paperwork (art, self-portrait questions, self-evaluation forms, and group critiques) in together.
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Paperwork: Self-portrait questions (both set of answers), group critique handouts, 3 portraits assignment, and self-evaluations.
-Rubric for art
National Visual Arts Standards Covered: Michigan Standards and Benchmarks:
Content Standard #1: All students will apply skills and knowledge to perform in the arts.
A. Select materials, techniques, media technology, and processes to achieve desired effects.
B. Use art materials and tools safely and responsibly to communicate experiences and ideas.
C. Select and use the visual characteristics and organizational principles of art to communicate ideas.
D. Be involved in the process and presentation of a final product or exhibit.
CREATING Content Standard # 2: All students will apply skills and knowledge to create in the arts.
A. Select materials, techniques, and processes to effectively communicate ideas.
C. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.
D. Use subjects, themes, and symbols that communicate intended meaning in artworks.
ANALYZING IN CONTEXT Content Standard #3: All students will analyze, describe and evaluate works of art.
A. Form and defend judgments about characteristics and structures to accomplish commercial,
personal, communal, or other purposes of art.
B. Observe and compare works of art that were created for different purposes.
C. Describe how materials, techniques, technology, and processes cause responses.
D. Describe and compare the characteristics of personal artwork to the artwork of others.
ARTS IN CONTEXT Content Standard #4: All students will understand, analyze, and describe the arts in their historical, social and cultural contexts.
A. Know and compare the characteristics of artworks in various eras and cultures.
CONNECTING TO OTHER ARTS, OTHER DISCIPLINES, AND LIFE Content Standard #5: All students will recognize, analyze, and describe connections among
the arts, between the arts and other disciplines; between the arts and everyday life.
C. Compare the characteristics of works in two or more art forms that share similar subject matter,historical periods, or cultural context.
D. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.