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Art Integration Lesson Plan Template

Art Integration Lesson Plan Template


LTC 4240: Art for Children

Lesson Title & Big Idea*: Picasso Self-Portraits

Grade Level*: 2

Lesson Overview/Summary*: I will teach the students about the famous artist Picasso. Students
Class Periods Required:
will understand how the style of Cubism was developed and Picasso's contribution with that. They (please circle)
will learn how he used the style of Cubism in his creations, and then create their own self-portrait
using characteristics of Cubism. Students will become make familiar with the characteristics of
1
2
3
Cubism by playing a dice game practicing drawing cubist facial features. This will help them
brainstorm how they will draw their self-portrait. After the game, students will actually create their
self-portraits using the facial features from the game and decorate it with colors that express
them. When finished, they will write about why they chose certain shapes and colors to represent
themselves. To conclude the lesson, students will share with the class how the shapes and colors
they chose reflect their unique personality.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Students will learn and use aspects of cubism in
their creations.
2. Literacy: Students will write how their portrait represents
them in terms of the colors and shapes they used.
3. Social Studies: Students will learn about the era during
which Picasso worked, how this era of art movements formed,
and how it has influenced art today.

Essential Questions (1-2)*:


1. How can we create a reflection of ourselves using cubism?
2. Why is each self-portrait unique?

Lesson Objectives/Goals: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What


you want the students to do. *
1. Visual Art: The students will be able to construct self-portraits in the style of cubism.
2. Literacy: The students will be able to explain how their self-portrait reflects their identity.
3. Social Studies: The students will be able to discuss the history of Cubism and its influence on art and artists today.

Art Integration Lesson Plan Template


Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

1. Visual Art (May use NAEA National standards): Revise and practice
strategies to meet increased school activities.
2. Literacy: Identify positive characteristics and areas for
personal growth. (DOK: Level 1)
3. Social Studies: Recognize and respect the differences
between personal culture and other cultures. (DOK: Level 2)

Instructional Strategies (Teachers approach to helping students


achieve learning)
In order to help the students achieve the learning objectives, I
will make sure they understand cubism and how they must
use cubism in their self-portraits. I will show them many
examples and demonstrate creating one myself.

Content Areas Integrated*:


1. Visual Art: Inspiration Artist: Picasso; Picasso Self-Portraits
2. Literacy: written reflection about their individual creation.
3. Social Studies: history of how and when Cubism developed
as well as characteristics of this artistic style.

Lesson Structure & Procedure(s) Sequence of events of the lesson

Opening (Gaining Attention, what will you show, or demonstrate)*:

Closure (Reflecting Anticipatory Set, how will student share what they

elements. (The before, during, and after the lesson, e.g.


Engagement/Opening, Procedures, Guided Practice, Conclusion ,please be
very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):

1. Introduction video of Picasso and cubism- 6 minutes (day


1).
2. Discussion of Picasso, look at more example pieces, and
artists today who reflect his work (day 1).
3. Split students into small groups to play the Picasso dice
game. The game calls for students to roll a dice and draw the
image that corresponds with the number they rolled and
which turn they are on. This will help them become more
familiar with how they can draw their facial features for their
self-portrait using the style of cubism (day 1).
4. Students select and draw outline of head and shapes they
are going to use for their face (day 2).
5. Students select, draw and color facial features onto head
outline. These should represents aspects of their individual
personalities. Then, they paste on tissue paper for the
background to communicate feelings and emotions that they
feel they express most often (day 2).
6. Students write about how they decided to create, form and
color their portrait (day 3).
7. Students share with whole-class about their portrait (day
3).
8. Hang portraits inside or outside classroom.
learned):

Art Integration Lesson Plan Template


Picasso video: https://youtu.be/RlNf5XZDcQs

Share self-portraits with whole class.

This video will introduce students to Picasso and his style of


Cubism. It will get them thinking about how they can express
themselves using this abstract style.
Formative Assessment strategy: (how will you assess while the Summative Assessment strategy*:
learning is happening?)
Sharing with class.
Students write about why they chose different shapes of
cubism and colors to represent themselves.
What student prior knowledge will this lesson require/draw upon? ( what do they need to already know)
They must be familiar with the idea that there were many great artists in history with very different styles of creating unique
pieces.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Video about Picasso at beginning of lesson
How will this lesson allow for/encourage students to solve problems in divergent ways?
They must figure out how to arrange the unique cubist facial features on their portrait because it may not fit on the head how
normal facial features do.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
They will realize how cubist pieces are formed and look as well as how they can represent their unique selves in this different
style.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural
and language differences, etc.

The video in the beginning of the lesson and the examples will provide ELL students a visual in case they do not understand
everything the teacher is saying.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Picasso video from YouTube

* Include this information during the Padlet/prezi/ppt presentation.

Art Integration Lesson Plan Template


References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf
Shanna. "20th Century Art Movements with Timeline." Owlcation. Hub Pages Inc, 13 June 2016. Web. 05 Dec. 2016. Retrieved
from
https://owlcation.com/humanities/20th-Century-Art-Movements-with-Timeline