67

Monmouth University

School of Education

Department of Curriculum and Instruction

Lesson Plan

Teacher Candidates Name: Liana Bluzer

Tentative Date: April 9th-10th

Lesson Title: Putting Shape, Color, and Cubism all Together

Context:

Grade Level/Subject: 2nd /Grade Art

Disability Categories represented: Autism Spectrum Disorder and

Cerebral Palsy

Type of classroom (continuum of placements) Inclusion

Describe UDL integration (into anticipatory, procedure, guided

practice, and assessment)

1. Teacher says class will combine everything they have learned about color,

shape, and Cubism together in order to learn their importance to each other in

art and every day life. Teacher defines combine with the class. Teacher asks

students to write or draw in any way they like what primary color, secondary

color, shape, and Cubism mean, and Think-Pair-Share with a partner, as way

to sum up the unit and put all of the elements together, as well as make sure

students comprehend all pieces (Anticipatory Set), (Combs, 2011). Pull up the

link to Picassos Self Portrait painting Error! Hyperlink reference not valid.

as a reference to what a self portrait is, ask students to open their notebooks

and write or draw what they think a self portrait is, and then Think-Pair-Share

with their partner (Anticipatory Set), (Combs, 2011). Tell students they can
 68

either choose to glue pre cut geometric shapes on a face template or draw

their own geometric shapes portrait. Ask students to raise their hands if they

want pre cut shapes, glue, and a face template, and pass them out to them

(UDL Integration), (Ralabate, 2011). ). Teacher puts students into groups

(cooperative learning) of two and then tells class they will each be choosing

their favorite of the five paintings, and will be making the one they choose by

using construction paper, pre cut shapes and glue, or drawing their own

shapes with crayons (Cooperative Learning) (Ralabate, 2011). Students will

hand in a recreation of a painting using drawing or pasting pre-cut shapes in

Cubism style with correctly labeled shapes and colors as a way of assessment

to show comprehension on shape, color, Cubism, and how the elements all

work together (UDL Integration), (Ralabate, 2011). Teacher observes and

guides students as they work together or independently to recreate their

painting of choice as a Cubism painting using shape and color and has class

discussion (UDL Integration), (Ralabate, 2011). Students will go outside in

their neighborhood and create their own Cubism work of art made of drawn

shapes, painted shapes, glued on objects, or cut and pasted shapes (UDL

Integration), (Ralabate, 2011). Teacher will pull up painting two Girl Before a

Mirror by Picasso on the computer and onto the projector screen and students

will write down or draw what shapes and colors they see. Then they will turn

to their partner and Think-Pair-Share about what they wrote, and a few

students will be called on to share

https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt

cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0 Using

technology as part of learning for UDL, (Rose & Meyer, 2002).

Collaborative methods used to enhance the lesson (e.g., families,

community resources, school resources) Students will be creating a

portrait or one of their families members as a collaborative method to

 69

comprehend art, shape, and Cubism. Students will be looking at their

community for what they will use to create their own work of art, as a way of

getting them out in the community and using what it has to offer. Students

will be allowed to work in groups as a way of collaborating with their peers.

Central Focus: Students will combine what they have learned about the elements of

color, shape, and Cubism to develop a full understand of how they work together and

are relevant to art and every day life.

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

NJCCCS

1.1.2.D.1 Identify the basic elements of art and principle of design in diverse types

of artwork.

1.1.2.D.2 Identify the elements of art and principles of design.

1.3.2.D.1. Create two- or three- dimensional works of art using the basic elements of

color.

1.3.2.D.3 Employ basic verbal and visual art vocabulary to demonstrate knowledge

of the materials, tools, and methodologies used to create and tell visual stories.

1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are

appropriate to the production of works of art in a variety of art media.

1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use

them to formulate objective assessments of artworks in dance, music, theatre, and

visual art.

1.4.2.B.2 Apply the Principles of positive critique in giving and receiving responses

to performances.

NJPST

1.1In-depth the subject matter they plan to teach and the relationship of that

discipline to other content areas.

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2.1 How students construct knowledge, acquire skills and develop habits of mind and

how to use instructional strategies that promote student learning;

4.1 How to plan instruction based on students needs, developmental progress and

prior knowledge.

5.1 The characteristics, uses, advantages, and limitations of different types of

assessments (for example, criterion- referenced and norm-referenced instruments,

traditional standardized and performance- based tests, observation systems and

assessments of student work) for evaluating how students learn, what they know and

are able to do, and what kinds of experiences will support their further growth and

development.

7.7 Meet the needs of all learners by using a wide range of teaching techniques to

accommodate and modify strategies, services and resources, including technology;

10.1 How education research and other methods of inquiry can be used as a means

for continuous learning, self-assessment and development.

CEC

3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and

can organize this knowledge, integrate cross-disciplinary skills, and develop

meaningful learning progressions for individuals with exceptionalities.

4.0 Beginning special education professionals use multiple methods of assessment

and data sources in making educational decisions.

4.1 Beginning special education professionals select and use technically sound

formal and informal assessments that minimize bias.

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5.0 Beginning special education professionals select, adapt, and use a repertoire of

evidence-based instructional strategies to advance learning of individuals with

exceptionalities.

Learner Outcomes (goals/objectives):

NJCCCS 1.1.2.D.1, 1.1.2.D.2, 1.3.2.D.1, 1.3.2.D.3, 1.3.2.D.4, 1.4.2.B.1, NJPST

1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0 Outcome 1: Students will

be able to create their own Cubism self portrait using cut out or drawn shapes and

colors, and evaluate each others work by identifying the shapes and colors they see.

NJCCCS 1.1.2.D.1, 1.1.2.D.2, 1.3.2.D.1, 1.3.2.D.3, 1.3.2.D.4, 1.4.2.B.1, NJPST

1.1, 2.1, 4.1, 5.1, 7.7, 10.1, CEC 3.1, 4.0, 4.1, 5.0 Outcome 2: Students will

be able to relate what they have learned about shape and color to Cubism by

looking at previously viewed famous paintings, identifying these elements and

recreating a painting of their choice through drawing, pre cut shapes, or cutting their

own shapes, and understanding how all three work together.

Assessments (include formative and summative):

Day 1:

Formative: Teacher observes and guides students as they create their own Cubism

self-portrait with shape and color and has class discussion.

Summative: Students will hand in a Cubism self-portrait with correctly labeled

shapes and colors as a way of assessment to show comprehension on everything

they have learned about shape, color, and Cubism.

Day 2:

Formative: Teacher observes and guides students as they work together or

independently to recreate their painting of choice as a Cubism painting using shape

and color and has class discussion.

 72

Summative: Students will hand in a recreation of a painting using drawing or

pasting pre-cut shapes in Cubism style with correctly labeled shapes and colors as a

way of assessment to show comprehension on shape, color, Cubism, and how the

elements all work together.

Academic Language:

Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

(Function) Combine, Create, Evaluate, We will define, combine,

Identify create, evaluate, and

identify as a class and have

them practice terms by creating

self portrait and painting

recreation, evaluating each

others work, and identifying

elements of color, shape, and

Cubism together.
(Vocab) Self portrait Define self-portrait as a class

and have students look at

Picassos as an example, and

then create their own to show

comprehension.
(Discourse) Through use of class discussion,

creating self-portraits and

recreating painting, evaluating

each others work for shapes and

colors and elements of Cubism,

homework assessments, think-

pair-share, group project

 73

cooperative learning, and

observation, I will be able to

make sure the students

understand this content.

Duration: (provide overall time for class session AND include timing for

each section of the lesson below) 45 minutes.

Instruction Strategies and Learning Tasks (include anticipatory set,

procedure, guided practice, and independent practice):

Day 9:

1. Pull up the link to Picassos Self Portrait painting https://s-media-cache-

ak0.pinimg.com/736x/06/37/9b/06379b2ed6130eb556b92acfdd2dd992.jpg as

a reference to what a self portrait is, ask students to open their notebooks and

write or draw what they think a self portrait is, and then Think-Pair-Share with

their partner (Anticipatory Set), (Combs, 2011) and (Communication),

(Ralabate, 2011). Teacher calls on a few pairs to share what they came up

with. (5 minutes)

2. Define create, evaluate, and identify as a class to make sure everyone

remembers and is aware of what these terms mean and explain how we will

be creating a Cubism self portrait and evaluating each others as we identify

the shapes and colors.

3. Tell students they can either choose to glue pre cut geometric shapes on a

face template or draw their own geometric shapes portrait. Ask students to

raise their hands if they want pre cut shapes, glue, and a face template, and

pass them out to them.

4. Tell students who want to draw their own, to take crayons from the supplies

bin from the front of the classroom.

 74

5. Teacher shows example through guided practice (Herrmann, 2004) by taking

face template and gluing a yellow triangle in the middle for a nose and writing

My nose is a yellow triangle and writing primary color. As another

example, teacher takes a blank piece of construction paper, draws a big circle

with a crayon, draws one blue circle for an eye and cuts out another circle and

colors it blue for the other eye. Teacher pastes cut out circle on face

template. Teacher then writes My eyes are blue circles and writing primary

color (Guided Practice), (Herrmann, 2004).

6. Teacher walks around and observes students while they work on their self-

portrait and writes notes in notebook about student progress and struggles.

(25 minutes)

7. When students are finished, evaluate students projects as a class, having

students say what shapes and colors they see, in the format of (Students

name) have two blue eyes. (10 minutes)

8. Students put supplies away in supplies bin and teacher collects projects for

assessment. (2 minutes)

9. Teacher explains homework. Students will go home and draw a geometric

shaped self-portrait of a family member using markers, crayons, or whatever

they choose. Students will then label the shapes and colors. For example,

My moms eyes are two green circles and writing secondary color.

Teacher tells students they can use a face template or draw their own and

hands out face templates to students who raise their hand that they want one.

Teacher asks if there are questions. (3 minutes)

Day 10:

1. Teacher says class will combine everything they have learned about color,

shape, and Cubism together in order to learn their importance to each other in

art and every day life. Teacher defines combine with the class. Teacher asks

students to write or draw in any way they like what primary color, secondary
 75

color, shape, and Cubism mean, and Think-Pair-Share (Communication),

(Ralabate, 2011) with a partner, as way to sum up the unit and put all of the

elements together, as well as make sure students comprehend all pieces

(Anticipatory Set), (Combs, 2011). Teacher then calls on a few students to

share and teacher redefines with the class what these mean. (5 minutes)

2. Teacher explains to class they will be revisiting paintings they looked at a few

days ago, this time evaluating them for shapes, since shape is important to

Cubism and color.

3. Teacher will pull up painting one Broadway Boogie Woogie by Mondrian on

the computer and onto the projector screen and will start to name some

shapes seen to guide students on what they will do (Guided Practice)

(Hermann, 2011).

4. Students will write down or draw what shapes and colors they see. Then they

will turn to their partner and Think-Pair-Share about what they wrote, and a

few students will be called on to share.

https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQiLCIt

cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05 (UDL

Strategy) (Ralabate, 2011).

5. Teacher will pull up painting two Girl Before a Mirror by Picasso on the

computer and onto the projector screen and students will write down or draw

what shapes and colors they see. Then they will turn to their partner and

Think-Pair-Share about what they wrote, and a few students will be called on

to share

https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt

cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0 Using

technology as part of learning for UDL, (Rose & Meyer, 2002).

6. Teacher will pull up painting three Composition VIII by Kandinsky on the

computer and onto the projector screen and students will write down and
 76

draw what shapes and colors they see. Then they will turn to their partner

and Think-Pair-Share about what they wrote, and a few students will be called

on to share (Practices Communication), (Ralabate, 2011).

https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_page_8

00x/Kandinsky/Composition-VIII.jpg?ts=1459229076

7. Teacher will pull up painting four Abstract 17 by Picasso on the computer and

onto the projector screen and students will write down or draw what shapes

and colors they see. Then they will turn to their partner and Think-Pair-Share

about what they wrote, and a few students will be called on to share.

https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-

picasso/abstract-painting-17.jpg

8. Teacher will pull up painting five Dora Maar in an Armchair on the computer

and onto the projector screen and students will write down or draw what

shapes and colors they see. Then they will turn to their partner and Think-

Pair-Share about what they wrote, and a few students will be called on to

share. http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg

(10 minutes)

9. Teacher puts students into groups (cooperative learning) of two and then tells

class they will each be choosing their favorite of the five paintings, and will be

making the one they choose by using construction paper, pre cut shapes and

glue, or drawing their own shapes with crayons.

10. Teacher asks students to raise their hands for which painting they choose and

gives them a print out of the painting. Teacher also passes out construction

paper asks students who want pre cut shapes and glue to raise their hands.

Teacher tells students who want crayons to take them from the supplies bin at

the front of the classroom.

11. As example, teacher takes printout of Broadway Boogie Woogie and a piece

of construction paper. Teacher takes yellow crayon and starts drawing yellow
 77

squares to replicate painting and writes The square is yellow. Yellow is a

primary color. Teacher then takes a pre cut blue square, glues it on

construction paper and labels The square is blue. Blue is a primary color

(Guided Practice), (Ralabate, 2011).

12.As students work on group project together, teacher walks around and

observes students and writes notes in notebook about student progress and

struggles. (18 minutes)

13. When groups are finished, teacher calls on various students to share their

picture and calls on students to evaluate each others picture for what shapes

and colors they see. (7 minutes)

14. Teacher collects projects and students place supplies back in the supplies bin

at the front of the class. (2 minutes)

15. Teacher explains homework to the students. Students will go outside in their

neighborhood and create their own Cubism work of art made of drawn shapes,

painted shapes, glued on objects, or cut and pasted shapes. This work of art

can be of a post office, school, or whatever they choose. Students will label

their work of art with a title, a sentence about what their painting is about and

how it makes them feel, and labeling the shapes and colors they used. For

example, Title: Backyard, This is a picture of my backyard. I feel happy when

I play outside. The tree is a green triangle. Then labeling secondary color

next to the tree. Teacher asks if there are questions. (3 minutes)

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported

learning with specific skill areas):

(After reading this section, delete bullets and use this chart)

Identified Support for Specific Planned Accommodation(s)

(see list above) Characteristic

(Strength/Need)
 78

Cerebral Palsy (Strength (Strength) Allow student

) to assist as peer buddy.

Students Pencil and crayon grips.

have high Tablet to write on

functioni instead of writing in
ng notebook.
cognitive Intellikeys.
abilities
Easy Grip Scissors
Help with

motor

skills

when

writing

and

coloring.

Help with

motor

skills

when

cutting

with

scissors
Autism (Strength (Strength) Allow student

) to assist others as peer

Students buddy.

have high Weighted bracelet to

functioni help student color in

ng lines without coloring

 79

cognitive allover the place.

abilities Visual chart or tablet

Difficulty Schedule app that shows

with student what will be

coloring happening during lesson

in the and in what order.

lines.

Needs

organizati

on

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students all have good cognitive abilities and therefore can complete these

tasks without modifications, as long as they have the above

accommodations

Materials / Use of Instructional Technology:

Teacher Materials

Day 9:

1. Self Portrait by Picasso https://s-media-cache-

ak0.pinimg.com/736x/06/37/9b/06379b2ed6130eb556b92acfdd2dd992.jpg

2. Notebook

3. Projector screen

4. Pencil

5. Cut out geometric shapes

6. Crayons

7. Glue
 80

8. Scissors

9. Face template

10. Construction Paper

11. Supplies bin

12. http://pablopicassoartvft.weebly.com

13. Lesson database http://www.discoveryeducation.com/teachers/free-lesson-

plans/animal-colors-and-shapes.cfm

Day 10:

1. Notebook

2. Computer

3. Projector screen

4. Pencil

5. Supplies bin

6. Broadway Boogie Woogie by Mondrian print outs and link

https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQiLCIt

cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05

7. Girl Before a Mirror by Picasso print outs and link

https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQiLCIt

cmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0

8. Composition VIII by Kandinsky print outs and link

https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_page_8

00x/Kandinsky/Composition-VIII.jpg?ts=1459229076

9. Abstract 17 by Picasso print outs and link

https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-

picasso/abstract-painting-17.jpg

10. Dora Maar in an Armchair by Picasso print outs and link

http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg

11. http://pablopicassoartvft.weebly.com
 81

12. Lesson database http://www.discoveryeducation.com/teachers/free-lesson-

plans/animal-colors-and-shapes.cfm

Student Materials (Include Adapted Materials for Differentiated Instruction)

Day 9:

1. Notebooks

2. Pencils

3. Cut out geometric shapes

4. Crayons

5. Glue

6. Construction paper

7. Weighted bracelet (Autism)

8. Tablet Schedule App (Autism)

9. Visual chart (Autism)

10. Tablet (Cerebral Palsy)

11. Pencil and crayon grips (Cerebral Palsy)

12. Intellikeys (Cerebral Palsy)

13. Shape, color, cubism resource website

http://www.mathplayground.com/index_geometry.html .

14. Shape, color, cubism resource website

http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg

15. http://pablopicassoartvft.weebly.com

16. Lesson database http://www.discoveryeducation.com/teachers/free-lesson-

plans/animal-colors-and-shapes.cfm

Day 10:

1. Notebooks

2. Pencils

3. Construction Paper

4. Cut out geometric shapes

 82

5. Crayons

6. Glue

7. Scissors

8. Broadway Boogie Woogie by Mondrian print outs and link

https://www.moma.org/media/W1siZiIsIjIwMzU0MCJdLFsicCIsImNvbnZlcnQi

LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=17ce5f2f04cf5f05

9. Girl Before a Mirror by Picasso print outs and link

https://www.moma.org/media/W1siZiIsIjIwMzk0MCJdLFsicCIsImNvbnZlcnQi

LCItcmVzaXplIDEwMjR4MTAyNFx1MDAzZSJdXQ.jpg?sha=ce18fbf31c41a4f0

10. Composition VIII by Kandinsky print outs and link

https://dnq5fc8vfw3ev.cloudfront.net/thumbnail/46000/46304/painting_pag

e_800x/Kandinsky/Composition-VIII.jpg?ts=1459229076

11. Abstract 17 by Picasso print outs and link

https://www.chinaoilpaintinggallery.com/image/oilpainting/pablo-

picasso/abstract-painting-17.jpg

12. Dora Maar in an Armchair by Picasso print outs and link

http://images.metmuseum.org/CRDImages/ma/web-large/DT4263.jpg

13. Weighted bracelet (Autism)

14. Tablet Schedule App (Autism)

15. Visual chart (Autism)

16. Tablet (Cerebral Palsy)

17. Pencil and crayon grips (Cerebral Palsy)

18. Intellikeys (Cerebral Palsy)

19. Easy Grip Scissors (Cerebral Palsy)

20. Shape, color, cubism resource website

http://www.mathplayground.com/index_geometry.html .

21. Shape, color, cubism resource website

http://www.faspaints.com/uploads/4/7/2/6/47269167/7909843_orig.jpg
 83

22. http://pablopicassoartvft.weebly.com

23. Lesson database http://www.discoveryeducation.com/teachers/free-lesson-

plans/animal-colors-and-shapes.cfm

Homework / Assignment for Next Class:

Day 9: Students will go home and draw a geometric shaped elf portrait of a family

member using markers, crayons, or whatever they choose. Students will then label

the shapes and colors. For example, My moms eyes are two green circles and

writing secondary color. Students can sue face template or draw their own.

Day 10: Students will go outside in their neighborhood and create their own Cubism

work of art made of drawn shapes, painted shapes, glued on objects, or cut and

pasted shapes. This work of art can be of a post office, school, or whatever they

choose. Students will label their work of art with a title, a sentence about what their

painting is about and how it makes them feel, and labeling the shapes and colors

they used. For example, Title: Backyard, This is a picture of my backyard. I feel

happy when I play outside. The tree is a green triangle. Then labeling secondary

color next to the tree.

Resources

Combs, J. (2011). Anticipatory set lesson design. Retrieved from

http://www.edulink.org/lessonpl

ans/anticipa.htm

Hermann, A. (2014). Importance of guided practice in the classroom. Retrieved from

http://exclusive.multibriefs.com/content/the-importance-of-guided-practice-in-

the classroom/education

Ralabate, P. (2011). Universal design for learning: meeting the needs of all students.
 84

Retrieved from http://www.readingrockets.org/article/universaldesign-learning-

meeting-needs all-student

Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal

design for

learning. Retrieved from https://eric.ed.gov/?id=ED466086

Name:

Face Template

Use pre cut shapes or draw your own, to create your own self-portrait.
In full sentences, write what shape and color each part of your face is,
and label whether it is primary or secondary color.
 85

Day 9 Schedule
Visual Aid
 86

1. Write or draw what you think a

self portrait is and Think-Pair-

Share.

2. Class discussion.

3. Define create, evaluate, and

identify as a class.

4. Self-portrait project.

5. Class critique.

6. Put supplies away.

7. Go over homework.

Name:

Broadway Boogie Woogie by Mondrian

Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
 87

painting. On a piece of construction paper each group will use your

choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color

Name:

Girl Before a Mirror by Picasso

 88

Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color

Name:
 89

Composition VIII by Kandinsky

Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color
 90

Name:

Abstract 17 by Picasso

Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color
 91

Name:

Dora Mar in an Armchair by Picasso

Directions: One group member will sort or draw shapes, while they
other group member makes a list of colors and shape they see in the
painting. On a piece of construction paper each group will use your
choice of pre cut shapes and glue, or draw your own shapes with
crayons to recreate this painting. Each group will work together to
recreate the painting using shapes, crayons, and glue. Using complete
sentences, one group member with label each shape, one member will
label each color, and you will both decide whether it is primary or
secondary.
Example: The square is yellow. Yellow is a primary color
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Day 10 Schedule
Visual Aid

1. Write or draw what primary

color, secondary color, shape, and

Cubism mean, and Think-Pair-

Share.

2. Class discussion.

3. Think-Pair-Share painting

activity.

4. Group painting recreation

project.

5. Class critique.
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6. Put supplies away.

7. Go over homework.