Amy Garbark - Dana Stasko
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“Musical Cubism”
Dana Stasko, Art Educator
Art Lesson Plan
Lesson: Cubism drawing and collage
Level: 4th Grade
Duration: 10 x 40 minute classes
Overview: Students will create a fractured drawing of an instrument, while collaging sheet music and water colored paper to create a Picasso inspired cubism piece.
PA Standards: 9.1 A. Elements and Principals in each art form
9.1.4. B. Demonstration of Dance, Music, Theatre, and Visual Arts
9.1.4. E. Themes in Art Forms
9.2.4. C. Styles and Genres in the Arts
9.2.4. D. Historical and Cultural Perspectives
9.3.4. A. Critical Process
9.3.4. D. Artistic Choices
Objectives: students will be able to…
9.1.4. A: incorporate line, shape, color, scale, value and contrast into their pieces.
9.1.4. B: demonstrate visual arts through drawing, fracturing, collaging and painting.
9.1.4. E: incorporate synthetic and analytical cubism into their cubism collaged drawings.
9.2.4. C: create cubist artwork using the themes/styles of fracturing like Pablo Picasso.
9.2.4. D: learn about Pablo Picasso and why his artwork is so renowned.
9.3.4. A: follow a step by step process after watching a demonstration.
9.3.4. D: choose what instrument to draw, what song to use for their sheet music, what colors to paint, what color paper to mount their drawings on, and what ruler markings to make.
Materials:
Day 1-2
• Power point presentation
• Print outs of instruments
• Paper for background
• Paper for instrument drawing
• Tracing paper for lines
• Ruler
• Pencil, eraser, sharpeners
• Colored pencils
• Instrument printouts
Day 3
• Pencil, eraser, sharpeners
• Colored pencils
• Instrument printouts
• Paper for drawing instruments
Day 4-6
• Pencil, eraser, sharpeners
• Instrument drawing paper
• Colored pencils
• Instrument printouts
• Tracing paper
• Scissors
• Glue stick
• Envelopes
Day 7
• Pencil, eraser, sharpener
• Tracing paper
• Envelopes with cut pieces
• Scissors
• Glue stick
• Sheet music paper
• Paper with pasted fractured instruments
Day 8-9
• Paper with pasted fractured instruments and sheet music
• Pencil, eraser, sharpener
• Envelopes with cut pieces
• Tracing paper
• Scissors
• Glue stick
• Watercolor paints
• Paint brushes
• Watercolor paper
Day 10
• Ruler
• Black marker
• Glue
• Pre-cut construction paper for mounting
Resources:
• Cubism artwork (synthetic and analytical)
• Works of Pablo Picasso
• And Georges Braque
• Musical instruments
• Collage
• Printouts of sheet music
• Geometry patterns: parallel, adjacent, perpendicular
Vocabulary:
Cubism- a work of art that combines multiple viewpoints, fracturing images, and often times have abstracted shapes and colors
Synthetic cubism- fractured planes of an image using different types of paper and/or materials
Analytical cubism- cubism with the inclusion of words, letters, numbers and symbols
Collage- combining and pasting cut outs of various images or materials
Mixed media- using more than one media or art form to create one cohesive piece of art
Contrast- arrangement of opposite elements to create visual interest or drama
Teacher Preparation:
• Power point on cubism, synthetic cubism, aesthetic cubism, Pablo Picasso and Georges Braque
• Project sample
• Materials out
• Handouts on musical instruments
• Colored printouts of different instruments to draw from
• Preparing materials for a step by step brief demonstration
Questions:
Why was Pablo Picasso so legendary?
What is synthetic cubism?
What is aesthetic cubism?
What mixed media approaches did we use in this project? What about other projects?
Can we still tell what the image is?
Education Connections:
Math: students recognize parallel, adjacent and perpendicular lines and angles within their piece, as well as using a ruler.
Music: learning about/reviewing different families of instruments: brass, string and percussion and being able to identify their drawings as one of these instrument families.
Procedure:
Day 1
1. I will show students my power point presentation on cubism, Picasso and Braque followed by an image display of instruments.
2. I will review vocabulary terms and ask students how they relate to this project
3. We will review instruments and the instrument families, then students will decide which instrument they would like to pursue drawing in this project
Day 2
4. I will show students my finished work as well as the images of my process:
5. Starting with a plain sheet of white paper students will use a ruler to create 6 lines that are parallel, adjacent, and perpendicular lines
6. Students will begin creating their lines on the white paper.
7. They will number their lines, so it is easier for them to identity the amount of lines they have created.
8. They will then number all of the shapes and blocks
9. They will use tracing paper to replicate their existing lines by lying the tracing paper on top of the white paper
10. I will then give a brief demonstration on how to draw with value and show students what colors they should use for brass and string instruments
11. Using colored pencils students will draw the instrument of their choosing on another sheet of paper
Day 3
12. Students will continue drawing their instruments
Days 4-6
13. Students will continue drawing their instruments.
14. Once they are finished with the drawings, I will give a demonstration on fracturing and cutting out their instruments and tracing the pieces:
15. Students begin cutting out the shapes of tracing paper and align them with the desired sections of the drawing and sheet music. (ex: If the students trace a number 10 onto their drawing of a tuba, they will continue to cut out the tuba tracing and then place it on the number 10 on the white piece of paper.)
16. They will collage all of the pieces of their drawings onto the initial white paper.
Day 7
17. They will then continue cutting, gluing, and collaging the instrument drawing,
18. Now students will also collage sheet music onto this piece using the same style of tracing the tracing paper onto the sheet music.
Days 8-9
19. Students will cut out the remaining pieces from the tracing paper.
20. They will trace the shape onto a large sheet of watercolor paper.
21. Once all of the pieces are traced, students will begin painting watercolor into the boundaries of the pencil outlines.
22. Once the pieces are dried, students will cut out the pieces and glue them into their properly placement.
Day 10
23. After all of the pieces are glued down to the white paper, students will take a black marker and a ruler and trace the lines to make defining borders.
24. Students will then glue and mount with glue stick their finished product onto colored construction paper and sign their name in the bottom right corner.
Closure: I will review with students what cubism is, who is famous for it, and why it is important. I will ask them about the artists we learned about and any information they can tell me on their lives, their styles, and their work. One last look at the power point will help refresh the students’ minds about the meaning behind a few of the important pieces.
Assessment:
• Teacher Observation
• Class participation
• Following directions
• Their involvement and understanding of cubism, vocabulary words and Pablo Picasso
• The result of the finished product
Modifications:
• Students can receive a time extension if necessary.
• They can also receive more hands on help with the ruler and tracing process and choosing which parts of the drawing to fracture and cut.
• I will come around to all of the students to make sure that they are doing the process currently and assist with help when needed.
• If students have a hard time cutting up their drawing I will allow them to collage and fracture sheet music and the water color pieces and place their drawings on top.
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