This project hits on history (cubism), materials (acrylic), and elements (color scheme). Enjoy!
10 sessions; 45 minutes per session
1. SWBAT identify and create monochromatic color schemes.
2. SWBAT mix and apply acrylic paint with skill.
3. SWBAT identify and utilize principles of Cubism.
1. Acrylic Paint
—Any primary or secondary colors
—Back and white for creating tints and shades
2. Canvas Paper or Canvas Board
—You can substitute and substrate that can handle acrylic paint
3. Paint Brushes
5. Sketch Paper
6. Portraits (we used magazine pages)
1. Choose a magazine image.
—Instructors should have these pre-selected
2. Translate the image using only straight lines and geometric shapes.
—Have students create multiple sketch variations
3. Choose a final design.
4. Shade in your final design to indicate light and dark values.
5. Transfer design to canvas or paper.
—We did this by eyeballing it
6. Choose a single color (plus black and white).
—Students should use their final design shading to inform their colors.
—Try to stick with a painting a single value at a time (lightest first).
8. Let it dry and then hang it up for the world to see!
Students are assessed on a rubric that is given out before the project. They are graded on a scale of 0-3 for categories including: Craft, Use of Materials and Technique, and Use of Class Time.
Anything related to Cubism would be great.
1. Make sure to precede this lesson with a lesson or two on the history of Cubism!
2. Make sure you (as the instructor) create a couple examples before letting the kids try their hand at it. This will ensure that sure you have a solid grasp on the process.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students use art materials and tools in a safe and responsible manner
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[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
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
Georges Braque, Juan Gris, Pablo Picasso
Cubism, African Art, Abstract Art
Shape, Line, Color/Value, Unity/Harmony
Acrylic, Canvas, Painting
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