4-Lesson Unit Plan

Presenter Name: Ciera Adams Unit Title: Cubist Superheroes Genre Type: Cubism Media Specifics: Colored pencil on light tag (11X14) Subject Matter: Portraits

Age/Grade Level: Middle School (6-8)

Standards: Wisconsin Model Academic Standards of Art and Design A. Visual Memory and Knowledge: Students in Wisconsin will know and remember information and ideas about art and design around them and throughout the world. A.8.4-Know about some styles of art from various times. B. Art and Design History, Citizenship, and Environment: Students in Wisconsin will understand the value and significance of visual arts, media, and design in relation to history, citizenship, the environment, and social development. B.8.1-Explore how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs. C. Visual Design and Production: Students in Wisconsin will design and produce quality original images and objects such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images. C.8.8-Reflect on their work during the creative process to assess and better understand their own artwork. Wisconsin Teacher Standards (WSTDL) PI-34 1. Content: Teachers know the subjects they are teaching. 2. Development: Teachers know how children grow. 4. Instructional Strategies: Teachers know how to teach. 7. Instructional Planning: Teachers are able to plan different kinds of lessons. UW-Platteville School of Ed Standards (KSDS) KSD.1.a. Demonstrates Knowledge of Content and Pedagogy KSD.1.e. Designs Coherent Instruction KSD.4.a. Reflects on Teaching 1. Learner Characteristics: This lesson will be taught to fifteen 8th grade students (approximately age 13), consisting of 12 males and 8 females. Three students in the class have IEPs; one student requires an accommodation due to ESOL (Spanish is the students primary language), and two students require accommodations for ADHD. 2. Unit Overview:

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This unit provides students with four lessons to learn about the history of Cubism by studying the featured artists, Pablo Picasso and Marevna (Marie Vorobieff), through studio art, books, video, and electronic sources. To assess their understanding of Cubism, students will complete a brief writing assignment to complete during class, as well as complete a self-reflection on the art that they created. In the first lesson the instructor will introduce the basic principles of Cubism by having the students participate in a brief art-making activity of 2-D design. For this activity, the students will view a still life and use construction paper to collage the still life in basic shapes. The second lesson will be a video viewing about Picasso. The instructor will select portions of an hour-long video that are most relevant to the unit, followed by a group discussion of what the students learned about Cubism and how Picasso used Cubism as way of communicating ideas about the world around him. For the third lesson, the students will be shown a PowerPoint about Cubism and the featured artists. This PowerPoint will discuss the origins of Cubist ideas that are found in African tribal art and the backgrounds of Picasso (of Spain) and Marevna (of Russia). The PowerPoint will be presented in a discussion format with a round-robin style review of the Picasso video from the second lesson. In a way to connect the subject matter of cubist portraiture to the interests of 8th grade students, the students will recreate a portrait of a superhero of their choice in a cubist style for the fourth lesson. After the students have had the opportunity to create art in the Cubist style, the instructor will ask the students to reflect on what they had created and how it might influence their approach to art as a method of communication. Rationale/Enduring Ideas: With this unit students will be able to understand the history of Cubism, a major art movement, and understand the contributions of Picasso and Marevna, as well as understand the significance of the historical change in art design and style in the early 20th century. Understanding the historical significance that Cubism had in the last century will help the students to reflect on the impact that Cubism had on design in the current times. Through the art-making process, students will also be able to reflect upon their own work as a way to understand how art can be used as a method of communication using their own, unique perspective. Key Concepts: Color Theory Primary, Secondary, Tertiary colors Hue, Tint, and shade Geometric forms Biomorphic forms Facets Cubism movement Pablo Picasso Marevna plane line cone sphere intersecting planes Behavioral Objectives: The students will be able to identify art movements from the early 20th century by watching a video about Pablo Picasso and his contemporaries. The students will be able to be able to recognize cubist art by viewing the work of featured artists (Picasso and Marevna) in a PowerPoint, discussing the concepts and creating their own Cubist portraits. The students will be able to discuss and reflect on both the lesson and the art-making by completing a brief writing assignment and participating in a group discussion after the portrait-making project. The students will be able to demonstrate understanding of cubist design by creating a portrait of a superhero in the style of a cubist artist. Materials, Supplies, and Tools: Materials and supplies for 2-D Still life Collage 20 pieces of 11X14 light tag construction paper Exacto knives glue sticks 20 pencils

Materials and Supplies for Cubist Superhero Portraits Colored Pencils 20 pieces of 11X14 light tag 15 straight edges Sharpies (various widths) 15 erasers 7. Lesson Resources, Books, Video, and Visual Aids: Instructor-designed PowerPoint YouTube video http://www.youtube.com/watch?v+ANqiLuH5j8 , VIPs for 2-D Still life and Superhero projects www.metmuseum.org Picasso and Jacqueline by David Douglas Duncan Cubism/Futurism by Max Kozlov 8. Lesson Sequence: One class-day prior to beginning this unit review color theory: Primary, Secondary, Tertiary, tints, shades, hues; access prior knowledge of cubism and cubist artists by asking questions about famous artists that they have heard of and showing images of some well-known cubist paintings/sculpture. One Month Prior Allotted Time Decide on unit plan topic 1 hour Create Lesson Plan 3 hours Develop a PowerPoint on Cubist Movement 2 hours Color Theory lesson Select works by featured artists 20 minutes Check supplies, order needed supplies 10 minutes Select and preview video 1 hour Formulate materials, tools, supplies list 5 minutes Total: 7 hours, 35 minutes Two Weeks Prior Make teacher art samples 2 hours Create VIP for students with IEPs 30 minutes Develop motivational activities 1 hour Total: 3.5 hours One Week Prior Develop an assessment rubric 30 minutes Create student reflection handout 30 minutes Total: 1 hour Three Days Prior Print Handouts (VIPs, Rubrics, Reflections) 10 minutes Choose background music 10 minutes Total: 20 minutes One Day Prior Review links/URLs Make sure all supplies are present Prepare prior knowledge questions Day Of Arrive at classroom Arrange classroom to lesson of the day 15 minutes
Supplies placed on tables Queue music Queue computer aids

*See specific lesson for details

Total: 15 minutes

Lesson 1: Cubism Introduction/2-D design with basic shapes Motivational Activity/Visual Aids Instructor-created examples VIP for guidance during work time Still life set up in classroom prior to start of the day Group discussion of shapes and how complicated objects can be broken down into simplified shapes What shapes do you see when you see this still life? Using cut-out construction paper shapes, students abstract a still life from observation One Day Prior Gather materials Create VIP Day Of Prep classroom in morning/before class time Greet the students Motivational activity Demonstration Student work time Cleanup Dismissal Allotted Time 5 minutes 35 minutes Total: 40 minutes

2 minutes 5 minutes 10 minutes 35 minutes 5 minutes 3 minutes Total: 60 minutes

Lesson 2: Cubism Video, Discussion, and Activity Motivational Activity/Visual Aids Video on Picasso (selected pieces of a 60-minute YouTube video) Classroom arranged in movie mode: stools/chairs arranged differently, story time rugs for floor sitting option Prior knowledge questioning: Who has heard of Pablo Picasso? What can you tell me about him or his work? Three Days Prior Create and print guiding questions worksheet Preview URL Preview presentation media for function Day Of Prep classroom before class time Greet the students
Pass out guiding questions

30 minutes 5 minutes 5 minutes Total: 40 minutes

5 minutes 25 minutes 25 minutes 5 minutes Total: 60 minutes

Present video segments Discussion of guiding questions

Ball passing activity to aid in discussion

Clean-up/dismissal
Return classroom to original state (chairs at tables)

Lesson 3: PowerPoint, Activity, and discussion Motivational Activity/Visual Aids PowerPoint Presentation Review game for lesson 1 & 2 information: Cross the line if you can tell the class about [insert key concept]? Students will then talk about content, Yes, and One Week Prior Design/edit PowerPoint Three Days Prior Edit PP to address questions from Lesson 1 One Day Prior Edit PP to address questions from Lesson 2 Check presentation equipment for function Create guiding questions for discussion Day Of Prep the room before class time Greet the students Review game/Prior knowledge
Cross-the-line game review information lessons 1 & 2

Allotted Time 1 hour 20 minutes 20 minutes 10 minutes 5 minutes Total: 35 minutes

2 minutes 10 minutes 15 minutes 20 minutes 10 minutes 3 minutes Total: 60 minutes

PowerPoint Presentation Discussion Introduce Portrait lesson

Homework: Bring in a picture of your favorite superhero

Dismissal

Lesson 4: Cubist Superheroes Motivational Activity/Visual Aids Prior knowledge: What can you tell me about Cubism from the last few lessons? What do you remember about Pablo Picasso/Marevnas art? Books of Cubist examples Instructor-created examples VIP for guidance during work time Three Days Prior Allotted Time Double check materials 5 minutes One day Prior Instruct students to bring in a picture of their favorite superhero 1 minute Print additional images for students who forgot their own 30 minutes Gather needed materials 5 minutes Total: 36 minutes Day of Prep classroom before class time Greet Students 1 minute Prior knowledge questions: Intro to lesson 12 minutes

Demonstration Superhero selection Work time Cleanup Reflection

3 minutes 2 minutes 35 minutes 2 minutes 5 minutes Total: 60 minutes

One week after unit: All student and teacher assessments completed Group reflection/discussion of unit and lesson as whole Student work displayed in school One week after lesson (Art Methods) Complete teacher self-assessments Print photographs of student art to display in Art Building 9. Assessment: After the video and PowerPoint a quiz will be delivered to access what the students learned about Cubism There will be group and individual discussions about cubist concepts and the Cubist art-making process There will be a rubric/reflection to outline each students proficiency/participation in the four lessons. The student completes the rubric for him/herself while the teacher also completes one for each student. The rubric is shown below.

Student Name:______________

Cubist Superheroes- Rubric

Please circle the grade that demonstrates your/the students level of participation/completion of this unit. This rubric will be filled out by both the student and the teacher.
1 Discussion/Motivational The student did Activities not participate in discussion or motivational activities. 2 The student did not participate in the discussion but did minimally participate in the motivational activities. The student began to create a still-life collage, but didnt finish. 3 The student participated in both the discussion and the motivational activities moderately. The student created a still-life collage using 5 different shapes or less. The student 4 The student exceptionally participated in both the discussion and the motivational activities. The student created a still-life collage with more than 5 different shapes. The student

2-D Still Life

The student did not create a stilllife collage.

Video

The student did

The student

not watch the video

watched the video but did not complete the guiding questions. The student created a portrait of a superhero but didnt use a Cubist method AND/OR did not complete. The student answered the questions below with minimal effort.

Superhero Portraits

The student did not create a superhero portrait.

The student answered the questions below with clear, careful thought. Please answer the following questions about this unit and your experience as a Cubist artist. a. What did you learn about yourself as an artist by creating an original work inspired by Cubism? b. How has this creating this piece of art work changed you or your thinking? c. What ideas did you try to communicate in your art? d. What did you like most about this unit? e. What would you change about this unit? f. What questions do you still have about Cubism or the featured artists? Teacher self-assessment: Discussion with the students to learn about how the lesson went Meet with other art teachers to discuss Cubism lessons Fill out same rubric as students for self-reflection Use the student responses from the assessment form to make changes to the lesson plan 10. Accommodation/Differentiation: ESOL Instructor will collaborate with an ESL aid to translate to ensure that the student understands what the lesson. Instructor will label materials around the classroom with both Spanish and English words on different materials so that the other students will be able to discuss art terms with him student. A bi-lingual VIP for each of the projects (2-D Still Life and Cubist Superhero painting) will be provided to all students as a visual aid to help them work at an individual pace. ADHD Instructor will provide opportunities for active participation in passing out materials, supplies and handouts. Instructor will allow students to sit or stand as needed through discussion, instruction, and work time.

Self-Reflection

The student did not answer the questions below.

watched the video and answered some of the guiding questions. The student created a Cubist portrait of a superhero, but did not create background. The student answered the questions below with some effort.

watched the video and answered all of the guiding questions. The student created a Cubist portrait of a superhero and created a background.

Instructor will provide students with ADHD access to audio devices to listen to music while working.

11. 2 samples of Artwork Created by Instructor: