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Middle [6th-8th] Lesson Plan

Cardboard Cubist Sculptures

Created on April 16, 2015 by MFredieu

Students chose a Cubism painting and then used cardboard and yarn to create 3 Dimensional sculptures of their painting. The students were challenged to think and create what the subject matter looked like on all sides, not just from the front. Students started by drawing front, side and back views of their sculpture before proceeding to the cardboard.

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10+ sessions; 45 minutes per session

Using images of famous cubist paintings, students will create a 3D sculpture out of cardboard.

Pens, Pencil, Drawing Paper, Sketch book, Computer, Ruler/Straight Edge, Markers, Cardboard, X-acto, Hot Glue, String,

Need these materials? Visit Blick!

a. Set:
1. TTW show examples of cubism paintings and introduce the artist associated with the artistic movement.
2. TSW will discuss what cubism is and how it began

b. Essential Questions :

1. Why did you choose the painting that you did?
2. Is your 3D sculpture a good representation of your image?

c. Instructional Sequence:

1. Students will select a cubism painting from a book, magazine or the internet.
• Students must have approval from teacher before continuing.
2. Students will begin sketching out their ideas.
• Students must have approval from teacher before continuing.
3. Students will plan out their pieces to construct on paper, before cutting them out of cardboard.
4. Students will begin cutting the necessary pieces out of cardboard and approved materials to begin forming their sculpture.
5. Students will begin constructing their 3D sculpture using approved materials.
6. At the completion of the assignment, there will be a student driven critique of the project.

d. Practice and Review:

• Before moving on to the next step, Students must have approval from the teacher.
• Students will be allowed to review examples shown at the beginning of class.
• The lesson will be recapped/re-taught after thumbnails have been approved and before construction begins.

e. Learner Involvement:

1. Students will work individually, using personal self-expression to complete the assignment.
Optional: The lesson could work in conjunction with a geography class or history class if another type of painting was chosen to correlate to that specific time period.

f. Learner Environment:

The teacher is responsible for creating an environment in which students feel comfortable and welcome. The classroom should be a place where students can express themselves freely without fear of bullying or being made fun of. All students will take responsibility in maintaining a friendly classroom and help other students around them.

g. Closure:

• Students will display their final projects in the classroom.
• Students will then critique one another’s work.

h. Modifications:

• Fast Finishers: Students will create a base for their sculpture to stand on, and may be allowed to paint their sculpture.
• Slow Finishers: Students will be allowed to take their work home with them.
• Behavioral Challenges:
• IEP/Special Needs: Students will work with an assistant or a helper student.

Formative (Informal) Assessment:
TTW monitor students’ progresses through observation while students are working and assist students when necessary.

Summative (Formal) Assessment:
TSW be grade passed on a Rubric at the completion of the project.

Really stress that the painting needs to be from a famous artist. After showing examples of Picasso and Braque, I made the assumption that students would follow suit.


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Visual Arts Standard 2:
Using knowledge of structures and functions

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

Georges Braque, Pablo Picasso

Abstract Art, Contemporary Art, Cubism

Form, Proportion/Size, Shape, Texture, Variety

Collage, Drawing, Mixed Media, Paper, Pencil, Sculpture

Geography, History/Social Studies, Math