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Drawing Lesson - Introduction Analytical Cubism 

Lesson:​ I​ ntroduction to Analytical Cubism ​ ​Grade:​ ​AVI3M - Grade 11 (University/College 


Preparation) ​ ​Subject​: ​Visual Arts ​ S ​ trand:​ ​A. Creating and Presenting, B. Reflecting, 
Responding, and Analysing & C. Foundations ​ L ​ ocation:​ ​Classroom ​ ​Time: ​3 x 75 min. periods 

Lesson Plan Description 

In this lesson, students will learn about Cubism, the early 20th century art form that challenged tradition and 
the very meaning of art itself. Both kinds of Cubism - analytical and synthetic - are discussed, as are major 
artists of the movement. For this lesson, the students will use the concepts they learn about in the powerpoint 
presentation to create a multi-media composition showing multiple views of various objects - fracturing the 
plane in the manner of the cubists. This activity is intended to develop the students’ ability to analyze and talk 
about how artists can change the way in which we represent the world and to view objects from different 
perspectives.  
 
The first part of their drawing (completed during this lesson’s class periods) is meant for them to understand 
Analytical Cubism in drawing. In the next lesson, students will learn about how to use collage by incorporating 
found textures and materials into their same drawing - simulating Synthetic Cubism.  

CURRICULUM CONNECTIONS   

Ontario Curriculum Overall Expectations 

A1. The Creative Process:​ apply the creative process to create a variety of art works, individually and or 
collaboratively.  
 
A2.​ T
​ he Elements and Principles of Design:​ apply the elements and principles of design to create art works 
for the purpose of self-expression and to communicate ideas, information, and/or messages. 
 
A3. Production and Presentation: ​produce art works, using a variety of media/materials and traditional and 
emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of 
presenting their works and the works of others. 
 
B1. The Critical Analysis Process: ​demonstrate an understanding of the critical analysis process by 
examining, interpreting, evaluating, and reflecting on various art works. 
 
B2. Art, Society, and Values:​ demonstrate an understanding of how art works reflect the society in which 
they were created, and of how they can affect both social and personal values. 
 
C1. Terminology: d ​ emonstrate an understanding of, and use correct terminology when referring to, elements, 
principles, and other components related to visual arts. 
 
C2. Conventions and Techniques:​ demonstrate an understanding of conventions and techniques used in the 
creation of visual art works. 

Ontario Curriculum Specific Expectations  

A1.1. U
​ se various strategies, individually and/or collaboratively, to generate, explore, and elaborate on ideas 
and to develop and revise detailed plans for the creation of art works that address a variety of creative 
challenges. 
 
A1.2. ​Apply the appropriate stages of the creative process to produce and revise two and three dimensional 
art works using a variety of traditional and contemporary media.  
 
A2.1.​ Explore how elements and principles of design can be used to convey emotion and enhance personal 
expression, and use a combination of these elements and principles to create two- and three-dimensional 
artworks that express personal feelings and communicate specific emotions to an audience. 
 
A3.2.​ Explore a range of traditional and current materials, technologies, techniques, and tools used by visual 
artists, and adapt and apply them to create original art works. 
 
B1.1.​ Analyse their initial response to art works. 
 
B1.2. ​Deconstruct the visual content and the use of elements and principles of design in their own art work 
and the work of others.  
 
B2.1.​ Analyse the function and social impact of different kinds of art works in both past and present societies. 
 
B2.2. E​ xplain, on the basis of research, ways in which various artworks are a response to and a reflection of 
the society in which they were created. 
 
C1.1.​ Demonstrate an understanding of the elements and principles of design, and use terminology related to 
these elements and principles correctly and appropriately when creating or analysing artworks. 
 
C1.2.​ Explain terminology related to a variety of techniques, materials, and tools, and use this terminology 
correctly and appropriately when creating, analysing, and/or presenting art works. 
 
C2.1.​ Demonstrate an understanding of a wide variety of techniques that artists use to achieve a range of 
specific effects.  
 
C2.2.​ Demonstrate an understanding of a variety of conventions used in visual arts.  

Learning Goals  

General Goal:​ Understanding analytical cubism will allow the students to complete a structured dissection of 
the subject, viewpoint-by-viewpoint, resulting in a fragmentary image of multiple viewpoints and overlapping 
planes. Students will understand how to create a composition with a simplified palette of colours and 
overlapping lines in the form of gestures.  

Today I will learn… 


● How to gain an understanding and awareness for Cubism 
● About the two different styles of Cubism - Analytical and Synthetic 
● How to draw a fractured image from multiple perspectives 

ASSESSMENT and EVALUATION 

Success Criteria 

I can: define Cubism 


I can: explain the contribution of two major artists, Picasso and Braque, on the Cubist movement 
I can: analyze a work of art in terms of the artists’ use of line, shape, form, colour, value, and texture 

Assessment  
Achievement Chart Categories (highlight/circle the ones that apply): ​Knowledge and Understanding​; ​Thinking​; 
Communication; A
​ pplication 

Assessment For, As, Of Learning 

   Assessment Mode:  Assessment Strategy  Assessment Tool 


Written, Oral,  Specific task for  Instrument used to 
Performance  students  record data 

Assessment ​For  Oral  Questions based on  Class Discussion 


Learning  Powerpoint 
Presentation 

Assessment ​As  Performance  Work Period  Observation 


Learning 

Assessment ​Of  Performance  Drawing  Rubric 


Learning 

CONSIDERATIONS FOR PLANNING 

Prior Learning: Prior to this lesson, students will have 


● Knowledge of the Elements and Principles of Design 
● Introduction to abstract art throughout art history - impressionism, expressionism, fauvism 
● Explored ideas about how people see things differently, depending on where they stand; your 
perspective in relation to your subject changes when you move to a different spot in the room 
● Understanding of representing space in two dimensions 

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications 


- Students that require assistance in drawing the still life may be supported by teacher 
- Changes to the still life may be made for students who require an easier composition 
- Kinesthetic learners will be activated through the activity - creating their own drawings  
- Give extra time to students that require it to draw from certain perspectives 
- Visual learners will be activated through the powerpoint presentation - analyzing artworks from the 
cubist movement (Picasso and Braque) 
- Auditory Learners will be activated through a video presented on Picasso’s experience with cubism 

Learning Skills/Work Habits 


Highlight/circle ones that are​ addressed​: ​responsibility​, o ​ rganization​, independent work, ​collaboration​, 
initiative, self-regulation 
 
Highlight/circle ones that are a​ ssessed:​ ​responsibility​, ​organization​, i​ ndependent work​, collaboration, i​ nitiative​, 
self-regulation 

Vocabulary ​- Cubism, Analytical Cubism, Synthetic Cubism, construction and deconstruction, perspective  

Resources and Materials /Technology Integration: 


● Computer and projector 
● Objects for still life display set-up and lighting equipment 
● Examples of Cubism Assignment 
● Powerpoint Presentation on Cubism 
● Rulers, paper, charcoal, scissors, and glue 
● Video Footage: Picasso and Cubism - ​https://www.youtube.com/watch?v=xVEV7CfDngs 
Lesson – Day 1 

Minds on: 5
​ minutes   

Teacher will begin the class by showing a painting from Pablo Picasso: ​Girl with a Mandolin​. As a group, the 
students will interpret the pieces and share their conclusions with the class. Teacher Prompts: What do you 
see in this image? Is the subject clear? How does the artist use line, shape, and form in this work? How does 
this work make you feel?  
 
Introduce Cubism: relate the emergence of Cubism to the present by explaining that every generation is 
always trying to outdo that last with its own interpretation of the world. In the early 20th century, we see the 
rapid industrialization of the world - new technologies and new ways of thinking pushed the art world 
towards more abstract thinking.  

Action: 1
​ 5 minute presentation + 50 minute work period   

What Teachers Do:  What Students do: 

Teacher will present a powerpoint presentation showing   


examples of artworks from Cubist artists and the qualities   
and techniques that are responsible for creating it. The   
presentation will overview Analytical and Synthetic   
Cubism and discuss the differences and their   
progressions.    
   
When the presentation has concluded, the teacher will   
lead the students through a demonstration of Analytical   
Cubist drawing (drawing a still-life set up from a variety of   
perspectives and deconstructing the objects that are  Students will work on executing their own 
observed). Displaying techniques used in drawing - line,  drawings with the help of the teacher - every 10 
space, and form - the teacher will highlight what is  minutes, the students will stand up and rotate 
expected from the students’ drawings. As the teacher  their position around the table that the still life is 
moves to different areas in the room, they will continue to  set up on. The movement aspect allows the 
layer one sketch on top of another.  students to understand the deconstruction 
  technique in Cubist drawing by fracturing the 
The drawing will choose on location to start drawing from.  image into its most basic components.  
Draw one of the objects from that direction, then move to 
another position around the set up. Draw the object from 
this new position. Continue this manner until you have 
broken up the picture plane into an interesting 
composition. Feel free to overlap the objects that you are 
drawing to make it look geometric.  

Lesson – Day 2 & 3 

Action: 7
​ 0 minute work period   

Students will continue to work on their Analytical Cubism drawings with the help of the instructor. Teacher 
will help students struggling to grasp the concepts and show proper exemplars. Students will create analytical 
cubism drawings until both (2) sheets of paper they have received from the teacher are full - this will be the 
source material for the next part of Cubism.  

Wrap-up: ​5 minutes    
Students will clean up their materials. Teacher will remind the students to bring any materials that they feel 
they may like to collage and/or incorporate in their work for the next day. 

Extension Activities/Next Steps   

In the next Lesson, students will learn how to adapt their analytical drawings to simulate Synthetic Cubism.   

         

 
Cubism Drawing - Rubric 
 
 
Name:​ ________________________________ 
 
 
Level 1 - Limited   Level 2 - Satisfactory  Level 3 - Good  Level 4 - Excellent 
Shows understanding  Shows understanding of  Shows understanding  Shows understanding 
of few concepts. Work  some of the concepts.  of most of the  of all of the concepts. 
is inconsistent and  Work requires more  concepts. Work  Exceptional use of 
incomplete.   refinement and  reflects learning and is  learning reflected in the 
completion.  complete.   work. 
 
 
Success Criteria  1  2  3  4 

Composition         
Student has demonstrated effective use of the Elements and 
Principles of Design. Work displays an interesting composition. 

Experimentation         
Work displays a range of experimentation with the medium and 
concepts learned throughout the lesson.  

Creative Process         
Student has demonstrated substantial effort throughout the 
creative process to incorporate techniques with the use of 
various media and experimentation. 

Craftsmanship         
To what extent does the artwork display appropriate skill levels 
and concern for careful craftsmanship. Gestural use of line and 
consistent use of tonal relationships. 
 
Level: 1 2 3 4 = /100% 
 
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