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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
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.
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.
Success Criteria
Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; A
pplication
Vocabulary - Cubism, Analytical Cubism, Synthetic Cubism, construction and deconstruction, perspective
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
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.
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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