Students will view the paintings made by the rest of their classmates, and discuss the success, different perspectives on the assignment, and different approaches used. For younger students, smaller canvasses are advised to allow for detailed work without unnecessary fatigue. Step 5: Students may need two to three additional painting sessions to complete their work, depending upon the complexity of designs and size of canvasses. Thinning paint with water for the first layer often helps students create an underpainting, or map of colors to follow with subsequent layers of thicker paint. Step 4: Students will paint their canvasses according to their color scheme, working shape by shape. Muted tones and gradients for Analytic cubism, or brighter, saturated, flattened tones for Synthetic cubism. Step 3: Students will choose a color scheme based on the type of cubism they are inspired by. Graphite lines may be traced over with permanent marker if the lines are helpful to beginner painters. They can then transfer these sketches to their canvas using graphite paper. Step 2: Students will choose their most successful sketch and draw it on a sheet of paper matching the size of the canvas to be used. They will fill their planning sheet with four ideas for paintings, each including 2 objects drawn from 3 angles. Step 1: Students will apply the concepts learned in the introduction to cubism into drawing experimentations. Students will observe multiple cubist example paintings as reference to the range of styles possible in the art movement. Students may choose to add a facial feature or body part for variety and whimsy! They will create drawings in which the objects are connected, rather than sit next to each other on the picture plane. Students will observe two or more still life objects from at least three angles to create a cubist drawing.
CUBISM ART EASY HOW TO
Students will learn about the goals of the Cubist art movement and how to discern between Analytic and Synthetic cubism. Students will examine innovative paths artists chose to explore after easily accessible photography rendered realistic painting less necessary. MATERIALS FOR SPECIAL NEEDS STUDENTS LESSON PROCEDURES Still life objects and mirrors for students who want to add facial feature details Reproductions of Cubist paintings by Pablo Picasso, George Braque, and Juan Gris Timeline of art history to review progression of previous art movements Students will create their own still-life paintings inspired by the Cubist examples presented in class. The students will learn to discern between Analytic and Synthetic styles of cubism.
The students will learn the goals of the artists in the Cubist art movement. What will students learn through this lesson? What specific knowledge, skills, and/or attitudes should students gain or develop through this lesson? Students will examine innovative paths artists chose to explore after easily accessible photography rendered realistic painting less necessary. Students will learn about the goals of the Cubist art movement and how to discern between Analytic and Synthetic cubism. In this lesson, students will learn about the effect the industrial revolution had on a variety of art movements. GRADE LEVEL: 2 NUMBER OF STUDENTS: 15 LESSON RATIONALE
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