OBJECTIVES:
The student should be able to:
• Describe historical and personal events in Picasso’s life that contributed to his creativity. (Analysis)
• Identify and describe some of the major works by Picasso in each of his periods using art vocabulary. (Knowledge)
• Compare and contrast works of art by Picasso having the same title but created at different time periods. (Synthesis)
TIME: (3) 50 minutes
MATERIALS
United Streaming video: Pablo Picasso
Handout: art vocabulary and French vocabulary (App. A and B)
Power point containing major works by Picasso presented in a chronological order
Slides with two or more of Picasso’s works of different styles but with the same title
Slides presenting one painting at a time, as part of the posttest
Pretest and posttest (App. C)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students will watch a 15 minute video, Pablo Picasso: “ Using music, film footage and still images to set the historical and cultural time period, this module offers an in depth overview of the life and art of Pablo Picasso.”
ACTIVITY:
Teach/Model: The teacher will review the art vocabulary on the handout (App. A) while the student will illustrate the terms whenever possible. The teacher will present new vocabulary needed to understand the titles of Picasso’s art works. (App. B)
The teacher will start a power point presentation giving some biographical information on Pablo Picasso (DOB, place, parents’ info, education) and some historical information reflecting what was going on in Picasso’s life time.
The teacher will point out that Picasso’s name can be used as a mnemonic device (like an acronym) to remember the painting periods in a chronological order.
The teacher will ask the student to name the subject matter, the shape, line and color dominances of some paintings as the students preview works from a particular period.
Guided practice: The students will use the art vocabulary to describe/critique the paintings presented on the power point. They will use the vocabulary translation sheet and context clues to determine the titles of the works. The students will translate the title, then give the subject matter, the period/style, the shape, line and color dominance of chosen paintings.
Independent practice: The students will compare and contrast groups of paintings use the previous format (title, subject matter, period, shape, line, color, and feeling).
Closure: The teacher will ask students to share with the class their opinion about a selected painting, explaining how and why they feel that way about it.
• Due to the large quantity of art work from Pablo Picasso, the power point presentation will take two days to complete. On the third day, the students will take their posttest.
EVALUATION/ASSESSMENT:
The students will take a pretest to determine background knowledge. (Same as posttest minus parts C and D)
During guided practice, the teacher will assess students for understanding through questioning and monitoring.
After independent practice, the teacher will ask for volunteers to share their information. A discussion will follow to obtain clarification and possible corrections.
The students will take a posttest similar in part to the pretest. (App. C) In addition, the students will describe/critique six art works by Picasso, following the format used during independent practice (title, subject matter, period, shape, line, color, and feeling). The students will also describe from memory three out of five major paintings from Picasso.
• As bonus points, the students could describe additional paintings from Picasso.
ART CONTENT/CONCEPTS:
Recognizing major works of art from the target cultures.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
CL-2-D2 –Recognizing major works of art from the target cultures
CN-1-D1 – Exchanging information about topics from other school subjects in the target language
CP-1-D1- Recognizing the differences and similarities between the words or expressions from the target and native languages
MODIFICATIONS | ACCOMODATIONS:
The eleven works of art on the test will be presented on one additional slide to allow students who have extended time to complete their critiques/description. A print out sheet of that slide will also be available if needed.
TEACHER'S REFLECTION:
Everyone was able to identify paintings from the Blue Period. Many students had trouble differentiating between the Analytical and Synthetic Periods. More time should have been spent contrasting those two periods. But overall, it was a good lesson. Most students enjoyed participating in the lesson.
RESOURCES:
United Streaming video, Pablo Picasso
http://picasso.tamu.edu/picasso/
Rosenblum, Robert. Cubism and Twentieth-Century Art. New York: Harry N. Abrams, Inc., Publishers, 1966
Payne, Laura. Essential Picasso. Bath, UK: Pattagon Publishing, 1999
TO DOWNLOAD APPENDIX A FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD APPENDIX B FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD APPENDIX C FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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