TIME: 50
minutes
MATERIALS:
- CD player
- A variety of music,
- Publication Getting to Know the World’s
Greatest Artists: Picasso art prints
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Picasso’s painting style changed more in his lifetime than any other
artist. He was constantly experimenting with new styles and techniques.
He created various art periods in which his changing moods and emotional
feelings were expressed. In the BLUE period Picasso painted people looking
lonely, sad, dreary, and depressed. In the ROSE period Picasso fell in
love and soon started painting his subjects in happier and exciting moods.
Picasso’s CUBISM period displayed subjects appearing to have been
broken up into little cubes. He painted people having unnatural appearances
with noses and eyes placed in odd configurations. Picasso did a series
of paintings in his STONE period that looked as though they were chiseled
out of stone, like statues. Picasso later expressed his anger at the killing
of innocent people during a Spanish civil war in the town of GUERNICA.
In this famous painting, he used dark colors and cubism to demonstrate
the foolishness of war
ACTIVITY:
- Discuss
how artists use color to express mood in paintings. Have students brainstorm
and list how emotions are linked symbolically to color.
Example “feeling
blue, green with envy, yellow coward, tickled pink”
- Read and
discuss Picasso’s various periods using the book titled
Getting to Know the World’s Greatest Artists: Picasso. Review
the important elements of the story.
- Select one period and demonstrate
to the class how movement and dance can be used to express Picasso’s
moods.
- Divide the class into small groups of 3 or 4 and assign one
of Picasso’s
art periods to each group. Clearly state the assignment’s expectations.
(See Assessment below)
- Have the students work together to create movement
that conveys the mood of the assigned art period. Students may opt
to use music to add
to their
presentation.
- After sufficient time is allowed, bring the class together
to demonstrate movement expressing Picasso’s moods. While one
group is performing, the remaining students attempt to identify the
different art periods.
EVALUATION/ASSESSMENT:
Teacher observation
All students should:
- contribute enthusiastically to group processes
- listen actively and
show leadership and/or follow as appropriate
- integrate everyone’s
suggestions into group work
- Student reflection; journal writing of their
favorite Picasso art period
- Teacher reflection (comments)
ART CONTENT/CONCEPTS:
This lesson presents (1) the elements of dance: space, time and force;
and (2) dance as a form of cultural expression.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Arts Content Standards/Benchmarks
Dance:
D-CE-M1 Demonstrate self-monitoring and effective use of space
D-CE-M3 Demonstrate the ability to use dance as a language and means
of communication
D-CE-M4 Use improvisation, choreography, and choreographic forms to sequence
movements into dance phrases
D-CE-M5 Perform informal and formal dance compositions individually and
in groups
D-CA-M4 Describe the main theme, story idea, or political message conveyed
in a dance
Music:
M-CE-M5 Perform in organized musical activities including singing, playing,
and movement
Theatre:
TH-CE-M1 Demonstrate self-expression and various emotions individually
and in groups
Visual Arts:
VA-AP-M1 Use elements and principles of design and basic art vocabulary
for responding to the aesthetic qualities of various works
VA-HP-M6 Identify major works of great and influential artists and recognize
their achievements
VA-CA-M2 Analyze and interpret art images for their symbolic meaning,
purpose, and value in place and time
VA-CA-M5 Develop interpretations about works of art and give supporting
reasons
TEACHER'S REFLECTION:
The book was easy to read aloud and helped to build the knowledge required
for the lesson. Besides containing biographical information on Picasso
and art prints, it had a comical aspect with cartoon like pictures and
sayings. The students remained interested throughout Picasso’s
story. The students had no difficulty developing ideas for creative movements
to depict each art period. The group assigned to the Rose Period did
become rowdy.
VOCABULARY:
portrait, warm colors, cool colors, abstract, improvisation, locomotor
movement
RESOURCES:
www.biggallery.com for art prints
Ragans, Rosalind. Art Talk. Glencoe McGraw Hill. New York, 1995.
Venezia, Mike. Getting to Know the World’s Greatest Artists: Picasso.
Music CD examples
Tropical Nights. Hallmark Music
Music to Brighten Your World. Hallmark Music
Secret Garden, Dawn of a New Century
Love is in the Aire. The Westwind Players, 3 CD Set
GALLERY
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