Lesson Picasso Faces Date Mar 14, 2023 ti

Mar 21, 2023

Title/Focus

Subject/Grade Grade 1/ 2 Time 28 mins

Level Duration 2 Classes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Learning Outcomes: Component 3

A. Art takes different forms depending on the materials and techniques used.
B. An art form dictates the way it is experienced.
Component 10
A. Drawing
• Use a variety of drawing media in an exploratory way to see how each one has its own
characteristics
•Make drawings from direct observation.
• Use drawing to add details and textures, or to create pattern

LEARNING OBJECTIVES

Students will:
● Students will be able to recognize the art style of Pablo Picasso and understand that his artwork often used bold shapes
and colours.
● Students will learn about symmetry by drawing the missing half of an image in a way that reflects the other half.
● Students will practice their fine motor skills by using a variety of art materials (e.g. pencils, crayons, markers) to create
their artwork.
● Students will develop their critical thinking skills by making decisions about how to complete the missing half of the
artwork in a way that matches the style and theme of the original.

ASSESSMENTS (How I will know students have achieved the objective(s)

● Students will be working with drawing a Picasso-inspired work. They will be provided with one half of a drawing and
they will have to draw the other half.

PRIOR TO LESSON/PREP MATERIALS AND EQUIPMENT

● Prep Symmetry Pictures ● Worksheets

● Picasso Slides ● Pencils / crayons
● Shaprie

PROCEDURE

Introduction Time

Hook Students will be given a brief introduction to Picasso and how he draws faces. I will have a
slideshow to teach them this.

Transition/
Try and keep the intro short and sweet or else they may lose focus.
Expectations To transition into the project, put students' name up on the board to find the table they are
Going into going to work at.
Activities:

Body Time

Class 1 Student’s will be working with drawing a Picasso inspired work. They will be provided minutes
with one half of a drawing and they will have to draw the other half.

The first class the students will be finishing the drawing part of the project.

Here is an example:

Transition from In this first Class, students will be drawing the image, the next class students will be
This Class and colouring their image.
the Next One

Class 2 Students will spend this class finishing up colouring the pictures that they started last class. minutes

Sponge: What can students work on if done

Students will have the chance to work on colouring pages when they are finished.

Modifications: Differentiated Instruction Strategies: Assessment:

Art Media Learning Menu Pre-Test
Priority Seating Anchor Activities Post-Test
Shortened Assignments Multi-Entry Journal Quiz
Extended Time Scaffolding Presentation
Study Guides Rubrics Participation
Cloze Notes Highlighter Teacher Observation
Test Accommodations Answer Guides Test Item Analysis
Repeat & Clarify Instructions Vocab Guides Bell Ringers
Peer Tutor Headphones Exit Slip
Wait Time Partner Work Oral Response
Books on Tape Mini-Lessons Peer Feedback
Adjusted Assignments Reflection and Goal Setting Rubric Graded Project
Adaptive Technology Pre-Tests Other
Graphic Organizers Choice of Assignments
 Illustrated Chunking Assignments
Other:

Reflection:

1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery / What must be addressed to improve this plan?

4. How I have grown from this teaching experience:

Lesson Picasso Faces Date Mar 14, 2023 ti

Mar 21, 2023
Title/Focus

Subject/Grade Grade 3 Time 40 mins

Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Learning Outcomes: Component 3

C. Technological change affects types of art.
Component 4
A. Shapes can suggest movement or stability.
C. Images can be portrayed in varying degrees of realism
Component 5
D. Objects can be depicted selectively from a broad range of viewpoints.

LEARNING OBJECTIVES

Students will:

● Students will learn about the art style of Pablo Picasso and his use of bold shapes and colors.
● Students will develop their creativity by choosing and combining different features to create their own unique
Picasso-inspired face.
● Students will practice their fine motor skills by cutting and gluing different features onto a face template.
● Students will learn about proportion by placing the different features in the appropriate positions on the face template.
● Students will develop their observation skills by closely examining the different features and noticing the shapes and
colours used.

ASSESSMENTS (How I will know students have achieved the objective(s)

● For this project, students will be given different features of a picasso-inspired face. Students will have to pick and
choose what features they would like to use and then glue them to a drawing of a face template.
 PRIOR TO LESSON/PREP MATERIALS AND EQUIPMENT

● Print Templates ● Scissors

● Get glue and Scissors again from Teacher ● Glue

PROCEDURE

Introduction Time

Hook Students will be given a brief introduction to Picasso and how he draws faces. I will have a
slideshow to teach them this.

Transition/
Expectations Try and keep intro short and sweet or else they may lose focus.
Going into Give students coloured mats as they walk in to decide what table they are going to be at.
Activities:

Body Time

Class 1 For this project, students will be given different features of a picasso-inspired face. Students minutes
will have to pick and choose what features they would like to use and then glue them to a
drawing of a face template.

In the first class, students will be given the option of three different head shapes to choose
from. Once they choose one they will be able to go to there table. There they will be able to
cut out some facial features and glue them to their plate

The pieces will be from a template that I have created

NOTES
- Make shooting hoops into a cleanup game
- If you are throwing garbage on the floor, you stay unit last
- Clean up by table group not individual

Transition from In this first Class, students will be cutting and cluing the different parts of their portrait, the
This Class and next class students will be colouring their image.
the Next One
 Class 2 Students will spend this class finishing up colouring the pictures that they started last class. minutes

Sponge: What can students work on if done

Picasso Colouring Pages

Modifications: Differentiated Instruction Strategies: Assessment:

Art Media Learning Menu Pre-Test
Priority Seating Anchor Activities Post-Test
Shortened Assignments Multi-Entry Journal Quiz
Extended Time Scaffolding Presentation
Study Guides Rubrics Participation
Cloze Notes Highlighter Teacher Observation
Test Accommodations Answer Guides Test Item Analysis
Repeat & Clarify Instructions Vocab Guides Bell Ringers
Peer Tutor Headphones Exit Slip
Wait Time Partner Work Oral Response
Books on Tape Mini-Lessons Peer Feedback
Adjusted Assignments Reflection and Goal Setting Rubric Graded Project
Adaptive Technology Pre-Tests Other
Graphic Organizers Choice of Assignments
Illustrated Chunking Assignments
Other:

Reflection:

1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery / What must be addressed to improve this plan?

4. How I have grown from this teaching experience:

Lesson Picasso Faces Date Mar 14, 2023 ti

Mar 21, 2023
Title/Focus

Subject/Grade Grade 4 Time 40mmins

Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Learning Outcomes: Component 3

 A. Artistic style affects the emotional impact of an artwork.
D. Artworks can be appreciated at many different levels, literal and symbolic.
Component 4
A. The direction of shapes determines the static or dynamic quality of the work.
B. Shapes can be enhanced with complexities, embedded or extended forms.
Components 5
A. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms,
plotting the position of extremities, are useful to depict actions.

LEARNING OBJECTIVES

Students will:
● Students will learn about the art style of Pablo Picasso and his use of bold shapes and colors.
● Students will develop their observational and drawing skills by closely examining the different facial features in the
Picasso-style template and then accurately reproducing them on their own portrait drawing.
● Students will develop their creativity and self-expression by choosing and combining different facial features in unique
and interesting ways on their own portrait drawing.
● Students will learn about color theory by using a variety of colors to fill in their facial features in a way that
complements the overall composition of their portrait.

ASSESSMENTS (How I will know students have achieved the objective(s)

● Students will be given a template of different facial features made in picassos style. They will have to choose what ones
they would like to use and make a portrait out of them.

PRIOR TO LESSON/PREP MATERIALS AND EQUIPMENT

● Print Templates ● Scissors

● Get glue and Scissors again from Teacher ● Glue

PROCEDURE

Introduction Time

Hook Students will be given a brief introduction to Picasso and how he draws faces. I will have a
slideshow to teach them this.

Transition/
Expectations Try and keep intro short and sweet or else they may lose focus.
Going into
Activities:

Body Time

Class 1 Students will be given a template of different facial features made in picassos style. They minutes
will have to choose what ones they would like to use and make a portrait out of them.
 Transition from In this first Class, students will be drawing the image, the next class students will be
This Class and colouring their image.
the Next One

Class 2 Students will spend this class finishing up colouring their pictures that they started last minutes
class.
At the beginning of class show them how to colour their picture

Sponge: What can students work on if done

Students can work on colouring pages when they finish

Modifications: Differentiated Instruction Strategies: Assessment:

Art Media Learning Menu Pre-Test
Priority Seating Anchor Activities Post-Test
Shortened Assignments Multi-Entry Journal Quiz
Extended Time Scaffolding Presentation
Study Guides Rubrics Participation
Cloze Notes Highlighter Teacher Observation
Test Accommodations Answer Guides Test Item Analysis
Repeat & Clarify Instructions Vocab Guides Bell Ringers
Peer Tutor Headphones Exit Slip
Wait Time Partner Work Oral Response
Books on Tape Mini-Lessons Peer Feedback
Adjusted Assignments Reflection and Goal Setting Rubric Graded Project
Adaptive Technology Pre-Tests Other
Graphic Organizers Choice of Assignments
Illustrated Chunking Assignments
Other:

Reflection:

1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery / What must be addressed to improve this plan?

4. How I have grown from this teaching experience: