Lesson Plan

Title: Exploring Henri Matisse’s Paper Cut-Outs

Grade: 5-6
Subject/Course: Visual Arts
Strand: A – Creating and Presenting
Time: 65 minutes
Lesson Description (key goal(s) and “crux” of the lesson)
- Students will learn about Matisse and his principles of design. They will demonstrate their understanding by creating their own
composition inspired by Matisse’s paper cut-out aesthetic.

Stage 1: Desired Results

Essential Question
- How do we find inspiration in the work of other artists?
Big Ideas
- Basic tools can be used to create beautiful art work.
- Elements in nature and man-made objects can inspire art.
- Composition is an important component of creating art.
- Understanding how to interpret abstract art.
Ontario Ministry Curriculum Expectation(s) (make the verbs bold)

Overall:

(GRADE 5) - D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works,
using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.

(GRADE 6) - D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-
dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles,
and techniques of visual arts as well as current media technologies.

Specific:

(GRADE 5 & 6) - D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art
works or art works on a theme or topic.
Stage 2: Evidence of learning and assessment purpose/procedure
Assessment task(s) (i.e., what students will being Purpose of assessment (e.g., diagnostic, Tool(s) for assessing
saying, writing and/or doing that will provide evidence of formative, summative): learning (e.g., checklist,
their learning): marking scheme, rubric,
observational record):
Task 1: - This task requires a diagnostic assessment - Observational Record.
- I will introduce Matisse and assess the level of because I will be assessing what the students
knowledge that students have about him and/or his art already know about Matisse.
work.
- Students will watch a video about Matisse’s life and his - I will also assess whether students are
artistic process. During the video, I will pause at certain retaining the key ideas of the video.
moments and highlight important information. I will ask
students to take note of some of the key words that are
used to describe Matisse’s art work in the video, e.g.:
cheerful, unique, whimsical, and vibrant.
Task 2: - This task requires a formative assessment - Checklist with tasks that
- I will explain the process of creating paper cut-outs. I because students are starting the creative will help students
will discuss themes/ideas that inspire Matisse and that process where they must now demonstrate successfully create their
will guide students’ art work. an understanding of composition by using paper cut-outs.
- Students will create their own art work using Matisse’s Matisse’s principles of design to create a
principles of design. work of art of their own.
 Stage 3a: Planning learning experience and instruction
Instructional strategies (e.g. direct instruction, Student grouping (e.g., whole class, small, pairs, independent
demonstration, simulation, role-playing, guest speaker, etc.): work):

- Task 1: Video presentation with class discussion (students - Task 1: Throughout and after the viewing of the video: Group
will answer a few questions related to the video). discussion with the entire class.

- Task 2: Direct Instruction on how to create paper cut-outs.
Show an exemplar and templates of various shapes. Then,
students are prepared to work on their paper cut-outs.
Resources (e.g., equipment, PowerPoint sides,
manipulatives, hand-outs, games, assessment tool):
- Task 2: Students work independently or in pairs.
Considerations (e.g., contingency plans re: technology failure or
student absences and groupings, or guest speaker cancellations) :

- Computer with a projector - If there is a failure with the projector, I will play only the first video
(introducing Matisse) on the computer and ask students to gather
- Links to videos: around it.

- Introducing the Artist Henri Matisse: - If there is failure with all technological elements, I will read the
https://www.youtube.com/watch?v=hy4DUpsC22c book to the students, then engage in direct instruction sharing key
points about the video with the students. However, I will focus more
- A How-To on Paper Cut-Outs on aspects about his art work and directly link these to task 3.
https://www.youtube.com/watch?v=G8hvBhqoJZQ
- I will bring templates with various shapes that are used in
- Student Materials required for this creative project: Matisse’s work to inspire students, in case they show uncertainty or
 Colourful construction paper hesitancy about what to create.
 Scissors
 Glue stick - Provide students with different options on what to create. For
 Pencil example, if they do not feel comfortable creating abstract work, then
 Envelopes they can create a self-portrait, or a paper cut-out of their favourite
superhero, or a landscape, etc.
- Checklist hand-out that students can refer to when creating
their paper cut-outs.

- Templates of shapes used by Matisse.

- Exemplar of a paper cut-out that I created.

Accommodations and differentiation strategy (to address different needs and preferences of students, including those with
exceptionalities)
- If students do not feel comfortable or confident cutting shapes without clear demarcation lines, they may draw their shapes in
advance and cut the shapes accordingly.
- Students can work individually or in pairs to create their paper cut-outs.
- If students do not want to engage in the cut-outs, then I have printed a Matisse “colour by numbers” worksheet that they can colour.
Stage 3b: Learning experience and instructional process
Motivational Hook (process for grabbing and focusing students’ attention) Timing: 10 mins
- Invite students to take a seat and briefly introduce the artist Henri Matisse.
- Introduce the video that will be played and ask students to pay close attention to the words that the narrator uses to describe
Matisse’s work, i.e.: what adjectives does she use?
- Ask students to define an adjective and encourage them to write down the key words that they hear, as they will be asked about
these afterwards.
- Play the video.
Open (process for signal direction of lesson and agenda) Timing: 5 mins
- Ask students how the narrator in the video defines Matisse’s work. Lead a short group discussion.
- Explain today’s goal which is to have students create their own paper cut-outs inspired by the aesthetic and design of Matisse.
Body (main instructional and learning processes to build understanding, skills, attitudes) Timing: 15 mins
- Discuss where Matisse finds his inspiration and how students can use this to guide their own work, e.g.: using nature and man-made
materials as inspiration for their paper cut-outs.
- Use my own paper cut-out as an exemplar and explain the elements found in my work.
- Hang the various templates of Matisse’s shapes on the board to inspire the students and give them ideas.
- Introduce the next task to the students: It is their turn now to create their very own paper cut-outs.
- Present the student checklist and read through it with the students so that they are aware of the success criteria.
- Let students know that they can work independently or in pairs (differentiation).
- Let students know that they can also draw out their shapes before cutting them if they are more comfortable doing so
(differentiation).
Consolidation (processes for application and practice of knowledge, skills, attitudes) Timing: 30 mins
- Students will choose up to 4 different colours of construction paper to work with.
- Students will create their compositions.
- I will circulate around the room to see students’ work and progress, as well as to ensure that they are on task.
Closure (processes for recapping, looking ahead) Timing: 5 mins
-Thank students for their participation.
- Make concluding remarks about the great work that they were all doing.
- Ask them to hand in their completed works or works in progress (if they have shapes that are cut out and not glued, then they can
place them in envelopes).
Extension activity (what to do if some students finish early or need more challenge)
- If students finish their work early, then they can do the “colour by number” activity worksheet.
- Students can create another paper cut-out and make a self-portrait.
- Students can also check-in with their classmates and offer help to anyone who needs it.
 Name: _____________________

Exploring Henri Matisse’s Paper Cut-Outs

Student Checklist

 Check Yes or No Tasks to Help Me Create My Very Own Paper Cut-Outs

Yes No

Did I cut out unique and different shapes?

Do my shapes come in different sizes (small, medium, large)?

Am I using vibrant colours in my work of art?

Am I showing different patterns in my work of art?

Did I layer some of my shapes?

Did I take the time to arrange and re-arrange my shapes before I glued the
pieces to my background?

Am I happy with the way my composition looks?

Did I show Ms. Feghali or Ms. Katz my work before gluing down my shapes?

Are my shapes all glued down to a neutral background (one colour only)?

Did I sign my name on my work art?