LessonPlan:SecondGrade

Title:
IpadmeetsPicassoSelfPortraits

TiffanyTrotter
Length:4days

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminethe
skill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthe
lesson.(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficient
skill/knowledge.

Whataresomeexamplesofashape?
Whatdoesthewordabstractionmean?
Canweusetechnologytomakeourart?How?

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformof
astory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)
Todaywellbestartinganewlessonwherewearegoingtobeusingtechnologytomakeourart.Butfirstwe
aregoingtotravelbackintimetotheearly1900stoseetheworkofaveryfamousartist:PabloPicasso.
PabloPicassocreatedatypeofartknownascubismthatwillbeinspiringusinthisproject.Wewillbe
createdcubistselfportraitsusingipadssoletsbegin!

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessand
transferable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,
Paradox,Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,
Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,
contentspecificcurriculum,etc.
Influence
Line
Style

EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
;connectedwithanactive
verb.Thebestenduringunderstandingsnotonlylinktwoormoreconcepts;butdemonstratewhythis
relationshipisimportant.Likeconcepts,theyaretimeless,transferableanduniversal.
AlignStandards,
PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduring
Understandings.

Artmedia,techniquesandprocessesworktogethertocreateart.

Visualimageryinfluencesunderstandingofandresponsestotheworld.

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer

Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,Literacyand
Technology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____
Numeracy,Literacy,and/orTechnology)
Usingipads,SWBATcreateawellpositionedportraitbycollaboratingwiththeirpeers.
(Blooms:ApplyStandard:TransferGLE:1Artlearning:Ideation/Literacy)

Usingipadprograms,SWBATcreateacubistselfportraitbyutilizingcolorandcontrast.
(Blooms:CreateStandard:CreateGLE:1Artlearning:TechniqueandInherentCharacteristicsofArtand
Design)

Givenaprompt,SWBATconductartistinterviewsbyaccuratelycompletingaworksheet.
(Blooms:EvaluateStandard:ReflectGLE:1Artlearning:ReflectandAccess\Literacy)

Usingartmaterials,SWBATcreatecubistinspiredfacialfeaturesutilizingshapesanddetail.
(Blooms:CreateStandard:CreateGLE:1Artlearning:ArtandArtHistoryInherentCharacteristicsofArt
andDesign)

Givencoloredpaper,SWBATcreateasuccessfulbackgroundorframefortheirselfportraitbyutilizing
correctcolorschemesandshapes.
(Blooms:CreateStandard:ComprehendGLE:1Artlearning:InherentCharacteristicsofArtandDesign)

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskilland
cognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysical
and/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.
Differentiation:
(Multiplemeansfor
studentstoaccess
contentandmultiple
modesforstudentto
expressunderstanding.)

Access
(Resourcesand/orProcess)

Extensionsfordepth
andcomplexity:

Access
(Resourcesand/orProcess)

IPC
Differentmaterialsasoption

IPC

Expression
(Productsand/or
Performance)
Talkingaboutit
Differentmaterials
Expression
(Productsand/or
Performance)
Addingapersonalelementeither2D
or3Dthatrevealssomethingabout
theartist

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribe
howliteracyisintegratedintothelesson.
Studentswillbeinvolvedingroupdiscussionwhichaddressestheartist,artform,significantcountriesand
wheretheyareonaworldmap.Studentswillthenlearnhowtousevariousfunctionsontheipadsuchas

thecameraandphotoediting.Studentswillalsodevelopcollaborationskillsintheirgroups.Studentswill
thenconductartistinterviewsandcompleteworksheets.
PabloPicasso,Spain,France,Cubism,OrganicandGeometricShapes,PrimaryandSecondaryColors,Warm
andCoolColors

Materials:
Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesand
tools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.
9x12whitepaper
pencil
blackpermanentmarker
ipad
ipadcameraprogram
ipadphotosprogram
12x15whitepaper
coloredpaperscraps
scissors
glue

Resources:
List

allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecific;includetitle,artist,etc.
Make
referencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.
Powerpoint
Teacherexample

Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.
Powerpoint
Teacherexample
Ipadschargedandprogramsupdated
Allmaterialsavailable

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueina
bulletedformat.
Don'teatmaterials
Usecautionwithscissors

Actionto

motivate/InquiryQuestions:
Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosity
andmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Be
awareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:telling
astory,posingaseriesofquestions,roleplaying,etc.
Todaywellbestartinganewlessonwherewearegoingtobeusingtechnologytomakeourart.Butfirstwe
aregoingtotravelbackintimetotheearly1900stoseetheworkofaveryfamousartist:PabloPicasso.How

manyofyouhaveeverheardofPabloPicasso?
Useofpowerpoint,teacherexampleandworldmap

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideais
understoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.

Todaywellbestartinganewlessonwherewearegoingtobeusingtechnologytomakeourart.Butfirstwe
aregoingtotravelbackintimetotheearly1900stoseetheworkofaveryfamousartist:PabloPicasso.How
manyofyouhaveeverheardofPabloPicasso?
Useofpowerpoint,teacherexampleandworldmap

Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimefor
eachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriate;includingwhatstudentwillunderstandasaresultoftheartexperience

Day1

Todaywellbestartinganewlessonwherewe
aregoingtobeusingtechnologytomakeour
art.Butfirstwearegoingtotravelbackintime
totheearly1900stoseetheworkofavery
famousartist:PabloPicasso.Howmanyofyou
haveeverheardofPabloPicasso?

PabloPicassowasaSpanishartistwhospent
mostofhislifeinFrance.Whoknowswhere
SpainorFranceisonthemapandwouldliketo
comeupandshowus?

StartPowerpoint:
Heisveryfamoustodaybecausehehelpedto
createalotofnewwaysofmakingart,including
Cubismwhichweregoingtolookattoday.
Thatskindofaweirdword,sayitwithme
Cubism.Whatotherworddoesthewordcubism
soundlike?(Cube)Cubismdescribesanartwork
wheretheartisttooktheimage,brokeitupinto
shapesandlinesandputitbacktogetherina
differentway.Canyousortofseethatinthis
painting?
(Secondimage)Incubismtheartistuseslotsof
linesandshapestohelpmaketheartwork
unique.Iwantyoutopayspecialattentionto
thefeaturesoftheface.WhoknowswhatImean
whenIsaythefeaturesoftheface?(theeyes,
noseandmouth)Doyouseehowhesmaking
thosedifferent?Whatshapesdoyouseewhen
youlookatthefeaturesoftheface?
(Thirdimage)Lookingatthefeatures,oreyes,
noseandmouthwhocantellmewhattheysee
thatsalittledifferent?Orashapetheysee?
(Fourthimage)
ThispaintingiscalledtheWeepingWomanand
itisgoingtobetheinspirationfortheartwere
goingtomaketoday!

Thefirstpartofthisprojectisgoingtobe
drawingyourownfeaturesinacubiststyle.
Wouldyouliketoseemyexample?(show
example)Sotherearetwothingsthatarereally
importantwhendrawingyourfeatures:1.make
surethatyouuseinterestingshapesandlinesto
createyoureyesnoseandmouthand2.make
surethatyoudraweachfeaturebigenoughto
coveryourrealfeature.Somakesurethatyour
mouthisbigenoughtocoveryourrealmouth.
(useexamplestoillustrate)

Ideation

Analyzingthemeaningofwords
orphrases

Ideation
Clarifyingandanalyzingthe
meaningofwordsorphrases.

StudioHabits

Time

2mins.

4mins.

8mins.

4mins.

NowIamgoingtopassoutpaperforyouguys
todrawyourfeaturesonandweregoingtouse
pencilfirstsothatwecanfixanymistakeswe
mightmake.Whenyouhavedrawnallyour
featuresraiseyourhandandIwillcomearound
foryoutotraceyourlinesinpermanentmarker.

WorkTime.

CleanUpandDismiss.

Gaininginsightintotheartistic
process.

StudioHabits

Evaluatingandanalyzingactions.

2mins.

23mins.

7mins.

Day2

Todaywewillbecontinuingourlessonfrom
lastweek.

Whoremembersthenameoftheartistwere
beinginspiredby?(PabloPicasso)Andwho
rememberstheartstylehehelpedcreate?
(Cubism)Andwhocancomeuptothemapand
showuswhichcountrieshewasbornandlived
in?SpainandFrance)Greatjob!

Sofirstwearegoingtospendafewminutes
finishinguptracingourfacialfeaturesinblack
permanentmarkerandwhenyouredone,raise
yourhandandIllbringyouapairofscissorsto
cutouteachfeature.Whenyouarereadyfor
scissorstherearetwoveryimportantthings
youneedtoremember:1.writeyournameand
classcodeonthebackofeachfeature(eacheye
andnoseandmouth)and2.whenyouare
cuttingthemoutyouwanttocutjustalittle
outsideofyourlines,notonthem,becausewe
wanttokeepallyourgoodlinesnotcutthem
off.

Sowhattwothingsarereallyimportantwhen
werereadytocut?

Letssay9minutestofinishallofthat.Forthis
projectit'sreallyimportantweallstayworking
together.WhenyoufinishraiseyourhandandI
willassignyoutoagrouptomoveontothenext
step.Whileyourewaitingformetogettoyou,
oryouvealreadybeenassignedagroupand
youarewaitingtomoveonyoumaygrabyour
journalanddrawuntilthenextstep.

WorkTime:

[Studentsareassignedtogroupsof4inthe
orderthattheyfinishthepreviousstep.When
thefirstgroupisfilledtheyaregiventhe
followingdemoandareallowedtowork.
Followedbygrouptwoandsoon.]

Demo:
Forthenextstepoftheprojectyouwillbeusing
ipadstophotographeachother.Eachperson
getstheirpicturetakenandtheyhavean
opportunitytousetheipad.Beginbyrolling
tapeintoaring.Thenyouwillusethetaperoll
toattachallofsomeonesfeaturesgentlyto
theirface.Makesurethattheirfeaturesare
completelycoveredbytheirdrawingandno

Clarifyingandanalyzingthe
meaningofwordsorphrases.

Gaininginsightintotheartistic
process

StudioHabits

Clarifyingandanalyzingthe
meaningofwordsorphrases.

4mins.

3mins.

2mins.

10mins.

5mins.

tapeisshowing.Thispersonwillnolongerbe
abletoseesoyouasteammateswillhelpthem
makesureeverythinglooksright.Totakethe
pictureyouaregoingtoopentheipadandclick
thecameraapp.Whenthecameraopensyou
willpositionyourcamerasothatyourgroup
membersfacetakesupmostoftheframe.We
dontwanttoseeanythinginthebackground.
Imgoingtothenclickthescreenandwaitfor
thecameratofocus.Makesurethatthewords
ontheleftofthescreensaysphoto,notsquare
orvideo.Thenclickthebuttonatthebottomto
takethepicture.Youaregoingtotake2pictures
ofeachperson.

[Writeanddrawiconsonthewhiteboardfor
reference]

Letsworkonthatandseehowfarwegettoday.

Whenyourgrouphascompletedtakingthe
photosbringyouripadbacktoMs.Trotterso
thatshecancheckyourimagesandyoumay
moveon.

WorkTime.

Cleanupanddismiss.

Evaluatingandanalyzingactions.

StudioHabits

16mins.

10mins.

Day3

Todaywewillbecontinuingourlessonfrom
lastweekthatisinspiredbywhatstyleofart?
Andwhoistheartistwhohelpeddevelopit?So
todayyouwillbegettingbackyouripadfor
yourgroupifyoureceivedone,ifyoudidnot
youwillbegintoday.

Passbackipads,remindingthemofthesteps
andrequirementforimagesanddemofor
groupsjuststarting.

(Asipadscomebackwithphotoscheckand,if
needed,movephotostotheeditingapp)

Onceanentiregroupisdonewithphotosand
theyhavebeencheckedforquality(notblurry,
facetakesupentireframe)thengivethe
followingdemo.

Demo:
[Drawandwriteonthewhiteboardtoillustrate
iconsandsteps]
Nowyouwillopenphotosandyouwillseeyour
picturesappear.Selectwhichphotoofyourself
youthinkisbetter.Rememberyouarelooking
foranimagethatisntblurryandwhereyour
facetakesupmostofthepicture.Onceselected
youwillchooseeditinthetoprighthand
corner.Thenyouwillselecttheiconatthe
bottomwhichlookslikethreeinterconnected
circles.Anumberoffilterswillappearandyou
willchoosetheonewhichyoulikebestand
selectdoneinthetoprighthandcorner.When
everygroupmemberhasdonethisbringthe
ipadtoMs.Trotterandyoumaydrawinyour
journaltillthenextstep.

Everyonemusthavephotostakenandeditedby
theendofclass.
(Printallphotosfornextclass:8x11)

Cleanupanddismiss.

Ideation

Evaluatingandanalyzingactions.

Gaininginsightintotheartistic
process

StudioHabits

2mins.

5mins.

5mins.

38mins.

10mins.

Day4

Todaywearemovingintothelaststep.Before
wetalkaboutwhatthatisletsrevisitthe
powerpointofPicassoswork.

Powerpoint:
Nowtheseareallthesameimageswelookedat
butwhatIwantyoutolookatisthe
background.Whatdoyounoticeaboutit?
Shapes?Lines?Whataboutcolor?

Nowletstalkalittleaboutcolorandshapes
beforewedoourdemoandstartworking.Who
cantellmewhatareprimarycolorsare?(write
answerstocolorschemesontheboard)Why
arethosethreecolorsprimary?Whatabout
secondarycolors?Warmcolors?Coolcolors?
Nowwhataboutshapes?WhocantellmewhatI
meanbygeometricshapes?Organicshapes?
(drawexamplesontheboard)Todayyouwill
addingabackgroundtoallofyourportraits
whichhavebeenprintedandarereadyforyou
soletsheadtothedemotabletoseehowwell
finish.

Demo:
Youaregoingtotogetbigsheetofwhitepaper
(12x15)andthiswillbethebackgroundaround
yourportrait.Allyourportraitswillbeina
stackandIwillreleasetablesoneatatimeto
comefindthepictureofthemselves.Onceyou
haveyoubigpaperandyourportraityoucan
placeyourportraitinthecenterandtrace
aroundit.Thenyoucanremoveitandyouknow
howmuchspaceyouhavetofill.Yournextstep
istochooseyourcolorschemefromtheoneswe
justtalkedabout:primary,secondary,warm
andcoolandyourtypeofshape:either
geometricororganic.Thenyouwillwriteyour
chosenshapeandcolorschemealongwithyour
classcodeandnameonthebackofbothyour
portraitandbigpaper.Nowyouarereadyto
cometothebacktableandgrabscrapsfromthe
scrapbox.Youaregoingtochosescrapsthatfit
yourcolorschemeandcutthemintothetypeof
shapeyouchose.Thenyoucanstartgluingyour
piecestogethertocreateyourbackground.You
wanttomakesurethatallyourwhitepaperis
completelycoveredsoyoucanoverlap(when
youputonepieceontopofanother)your
shapestodothis.Whocantellmewhatit's
calledwhenIputlotsofpiecestogetherto
createanewpicture?Collage.Iamgoingtolet
youguyschoseifyouwanttoglueyourportrait

Ideation

Clarifyingandanalyzingthe
meaningofwordsorphrases.

Ideation

Clarifyingandanalyzingthe
meaningofwordsorphrases.

3mins.

3mins.

7mins.

downfirstandthendoyourshapesordoyour
shapesfirstandthendoyourportraitbut
whateverwayyouchoseyouhavetocoverall
thewhitespace.

Headbacktoyourseats.Tablespassout
scissors,glueandjournalsandthenIllcalleach
tableandcomefindtheirportraitsandbegin.

WorkTime.

Cleanupanddismiss.

Gaininginsightintotheartistic
process.

StudioHabits

Evaluatingandanalyzingactions.

27mins.

10mins.

Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromote
deeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.How
willstudentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,
inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,
standardsandgradelevelexpectationsofthelesson.)

Towrapupourselfportraitprojectwearegoingtodosomethingspecial.Wearegoingtoconductartist
interviews.Eachofyouisgoingtogetthechancetobethefamousartistwhoisbeinginterviewedaboutyour
newselfportraitandyoullalsogetthechancetobetheintervieweronatopTVnewsstation.Eachofyou
willbepairedupwithoneofyourclassmatesandyouaregoingtointervieweachother.Iamgoingtohand
outworksheetstohelpyouconductyourinterview.Thefirstthingthatyouaregoingtowriteisyourname
andthenameofyourTVnewsstationbecauseyouaretheinterviewerthenyouwritethepersonyouare
interviewingwhereitsaysartist.Thenyoullaskallthequestionslistedandwritedowntheanswersinthe
space.Atthebottomthereisablankspaceforabonusquestionifyouwanttoaskyourartistanythingelse,
justbesuretowritebothyourquestionandtheanswer.Youguysaregoingtogettochoosewhoyour
partnerwillbeandwhenoneofyouisfinishedbeingtheinterviewerthenextpersonwillgetthechance.All
ofyourartworkisonthebacktableifyouwantyoucangetitandholditduringyourinterview.

BeforewestartIhaveasurpriseforyouguys.Areyouready?Ihavetwoboxesoneislabeledartistandthe
otheroneisinterviewerintheseboxesIhaveallkindsofpropstohelpyouguysgetintocharacter.Ihave
littlebowtiesandhatsforinterviewersandIhavescarvesandsunglassesforartists.Thereslotsofcool
thingsintheseboxesbutyoumusthaveyourworksheetandyourpartnerbeforeyoucomegetyourprops.
Onceyouhaveyourpartnerthenyoucandecidewhowillbetheartistandtheinterviewerandgetthe
appropriateprops.Whenyouredonewithyourpropsputthembackintherightboxsootherpeoplecanuse.

[InterviewQuestions:Whatisyourfavoritepartofyourart?Whatwasitliketomakeyourart?Whatdoyou
wantotherpeopletoknowaboutyouoryourart?Whatdidyoulearnfromthisproject?]

PostAssessment(teachercentered/objectivesas
questions):
Havestudentsachievedtheobjectivesandgrade
levelexpectationsspecifiedinyourlessonplan?
Didstudentsuseipadstocreateawellpositioned
portraitbycollaboratingwiththeirpeers?

PostAssessmentInstrument:
Howwellhavestudentsachievedtheobjectivesand
gradelevelexpectationsspecifiedinyourlesson
plan?Includeyourrubric,checklist,ratingscale,etc.
Rubrictobeattached
4to1scale

Didstudentsuseipadprogramstocreateacubist
selfportraitutilizingcolorandcontrast?

Didstudentsusetheprompttoconductartist
interviewsbyaccuratelycompletingaworksheet?

Didstudentsuseartmaterialstocreate
cubistinspiredfacialfeaturesutilizingshapesand
detail?

Didstudentsusecoloredpapertocreateasuccessful
backgroundorframefortheirselfportraitutilizing
correctcolorschemesandshapes?