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Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template


LTC 4240: Art for Children

Lesson Title & Big Idea*: Cubism & Relationships Grade Level*: Fourth Grade
Lesson Overview/Summary*:
Students will learn about cubism and analyze different popular cubist paintings. Students will then have the opportunity
to create a portrait of the most influential person in their life using the different concepts of cubism they learned. The
students will be given geometric shapes and oil pastel crayons to complete their portrait. Student will then write a
descriptive essay about the most influential person they chose.


Class Periods Required:
(please circle)

1 2 3
Key Concepts (3-4): What you want the students to know.*
1. Visual Art: Students will be able to define cubism and know the different
concepts of cubist art.
2. Literacy: Students will know how to correctly organize and write a
descriptive essay on the most influential person they picked.
3. Math: Students will understand the use of geometric shapes and lines of
symmetry in cubist art.

Essential Questions (3-4)*:
1. What is Cubism?
2. How are geometric shapes and lines of symmetry portrayed in
cubism art?
3. Who is the most influential person in your life?



Lesson Objectives: (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 define cubism and construct a portrait of the person who influences them most using geometric shapes and oil
pastel crayons.
2. Literacy: The students will be able to write a descriptive essay about the person who influences them most.
3. Math: The students will be able to identify and understand the use of geometric shape, pattern and line of symmetry in a cubist composition of a reflective
portrait.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art:
3.A VA 1
Portrait: Create facial features in correct proportion or exaggerate,
distort, or simplify features to create an abstract portrait.
1.B VA 2
Identify and use organic (free-form) shapes
2. Literacy:
CA 4, 1.8, 2.1 Compose
a. Narrative, descriptive, expository and/or persuasive texts, using


Art Integration Lesson Plan Template 2

appropriate text features
b. Text using an appropriate format
3. Math:
1.A MA 2 1.10
Name and identify properties of 1-, 2- and 3-dimensional shapes and
describe the attributes of 2- and 3-dimensional shapes using
appropriate geometric vocabulary (rectangular prism, cylinder,
pyramid, sphere, cone, parallelism, perpendic-ularity)
3.C MA 2 1.6
Create a figure with multiple lines of symmetry and identify the lines
of symmetry.

Content Areas Integrated*:
1. Visual Art (Inspiration Artists: Pablo Picasso and Georges Braque)
2. Literacy
3. Math

Lesson Activities & Procedure(s) (please be very specific):
1. Students will watch a short video called Justice to Cubism, which shows
many popular cubist paintings.
2. The teacher will present a PowerPoint to the class and which introduces
cubism to the class and discusses popular cubist painters (refer to lesson
resources/references to see the PowerPoint).
3. The teacher will show at least two cubist paintings (one by Pablo Picasso
and one by Georges Braque) and have the students analyze each painting by
discussing the different geometric shapes and lines of symmetry used in
each painting.
4. The teacher will then provide an opportunity for each student to be a
cubist painter. The teacher will instruct the students to draw a portrait of
the most influential person in their life using the different concepts of cubist
art. The students will only need oil pastel crayons and geometric shapes to
construct their art piece. If the students do not finish their artwork in class,
they will take it home for homework (everyone should finish).
5. On the second day, the students will reflect on their artwork by writing a
short descriptive essay about the person who influences them most during
writing time.
6. After writing time, students will have the opportunity to share their
artwork with their classmates and explain the different geometric shapes
they used and the different lines of symmetry apparent in their artwork. The
students can also potentially read their descriptive essays out loud to the
class.
Art Integration Lesson Plan Template 3

7. The artwork will be put on display throughout the classroom.
Anticipatory Set (Gaining Attention)*:
Students will watch a video called Justice to Cubism, which shows many
popular paintings by cubist painters.


Closure (Reflecting Anticipatory Set):
Refer to the Summative Assessment Strategy.


Formative Assessment strategy:
Students will participate in a discussion about cubism art and analyze
different cubist paintings.

Summative Assessment strategy*:
Students will create a portrait of the person who influences them most by
using elements of cubist art including geometric shapes, patterns, and lines
of symmetry.


What student prior knowledge will this lesson require/draw upon?
Students will need to draw upon their prior knowledge of geometric shapes and lines of symmetry that they learned about previously in the year.
Students will also need to draw upon their prior knowledge of essay structure and appropriate formatting.
Students will need to understand what it means to describe something.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will explore different cubist paintings through watching the video and analyzing the different pieces of art work in the PowerPoint.
Students will experiment with cubism by creating their own cubist portrait using the different concepts of cubist art.


How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows students to solve problems and test their learning by creating a cubist portrait on their own, which allows them to showcase their
knowledge by presenting and explaining their work to the class.
How will you engage students in routinely reflecting on their learning?
The students will be able to reflect on what they have learned about cubism when analyzing the different cubist paintings.
After completing both the artwork and essay, students have the opportunity to share both to their classmates. When the students share their
portraits, they must explain the different concepts of cubism they used in their piece. This allows the students to really reflect on what they have
learned about cubism thus far.

How will you adapt the various aspects of the lesson to differently-abeled students?
If students are not comfortable free drawing the different geometric shapes, they have the opportunity to trace the actual shape on their paper
using the shape manipulatives.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Art Integration Lesson Plan Template 4

Once the students are introduced to cubism and have the opportunity to analyze different paintings, the students can revise and improve their
understandings by creating their own cubist portrait using geometric shapes.
The students also have the opportunity to share their artwork to the class and explain the different geometric shapes they used and the different
lines of symmetry apparent in their artwork.

What opportunities/activities will you provide for students to share their learning in this lesson?
The students have the opportunity to create their own cubist portrait of the most influential person in their life and write a descriptive essay about
why they chose the person they did. The students also have the opportunity to share/explain the piece of art work they created and their essay.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
The teacher will show this short YouTube video to give students an idea of what cubist paintings look like.
https://www.youtube.com/watch?v=QQZyr_BpDC4
The teacher will show this PowerPoint that introduces Cubism and the students will view different paintings of cubism art and reflect on them.
https://docs.google.com/presentation/d/1d_8EvacPMp4bdVQMDi9gMqyYkW1vxewE5WX_R6uxXHA/edit#slide=id.p



* Include this information during the Popplet presentation.
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

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