LESSON PLAN 7 EMOTIONS & PICASSO

WORKDAY 4
Teacher:
Unit: _________

Jacqueline Abend
Emotions

Grade: 1st
Topic: Emotions & Picasso, Workday 4

Essential Questions:
1. How are our lives influenced by emotions?
2. What kinds of emotions have inspired artists to create?

3. How does art communicate emotions?

NJCCCS Standard:
1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of color, line,
shape, form, texture, and space, as well as a variety of art mediums and application methods.
National Core Arts Standard:
Creating: Refine and complete artistic work.
Connecting: Synthesize and relate knowledge and personal experiences to make art
Common Core:
CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about the topics and texts
under discussion.
Daily Performance Objectives:

Knowledge: Technique of collage.

Skills: Drawing skills in abstracting facial features.

Understandings: Principle of movement.

Prior Knowledge:

Knowledge: Picassos Collage.

Skills: Cutting skills.

Understandings: Picassos Abstraction.

Materials and Aids: Pre-cut stacks of red, pink, dark blue, and light blue shapes for facial features,
glue sticks, oil pastels, teacher sample
Time Frame for the Lesson:
Time Frame of
Activity
2-3 minutes

Student Will

Teacher(s) Will

Respond to teacher questions about

Picasso during review.

Draw a normal looking face on the board.

Ask class if this is how Picasso would
draw a face. Ask why not? Review
abstraction and principle of movement
found in Picassos work.

5 minutes

Listen to teacher directions.

Give students directions on adding their

facial features. Students need to have at
least two eyes, a nose, two ears, and a
mouth. They will draw their mouths open
to express how they are feeling in their
self-portrait. Explain how to use oil
pastels to draw their features onto
different shapes of construction paper.
Students should arrange facial features
before gluing.

25 minutes

Spend the rest of the period drawing

shapes and adding details to their selfportrait (hair, accessories, etc.). After
about 10-15 minutes of working, students
will give away one of their facial features
to a friend at their table.

Walk around the room to check that

students are on task, help those with
questions. Prompt students to share
explorations.

Clean up materials when prompted. If

time, share reflections.

Remind students to clean up.

5 minutes

Assessment/Evaluation:

Formative N/A

After about 10-15 minutes of working,

have students stop and listen. Remind
them that we all feel different emotions,
so we can understand and relate to each
other when we feel happy or sad. Ask
students to choose one of their facial
features to give to a classmate. We are
going to share our emotions with one
another by giving a piece of our artwork
to a friend. Have students trade their
facial features at their tables.

Summative Completed Cubist and Collage Picasso Self-Portraits

Adaptations

ELL Learners: Allow ELL students to sit next to another and work together. Model directly behavior.

Special Needs: Ensure comfortable art making process/space.

Homework: N/A

1st Grade

Student Name: _____________________________________

Rubric: Cubist & Collage Picasso Self-Portraits

Perseverance
&
Completeness

Craftsmanship
& Skills

Creativity

Composition

Work Habits

Advanced

Satisfactory

Needs
Improvement
2

Art project is as complete

as the student could make
it. Student was constantly
focused and engaged
throughout task, diligently
utilized critical thinking and
problem solving skills to
create final product.

Artwork is complete. Could

use some finishing
touches. Student was
focused most of the time
and exercised critical
thinking and problem
solving skills on several
components of the
assignment.

Artwork is complete at
the most basic level.
Little evidence of
focus, critical thinking,
and problem solving
skills in final product.
Could be worked on
further.

Artwork appears
to still be inprogress.

Artwork reflects deliberate

control of media. Painting,
cutting skills, arrangement,
and gluing reflect advanced
craftsmanship.

Artwork reflects control of

the media. Proficient
craftsmanship in painting,
cutting skills, arrangement,
and gluing.

Artwork reflects
adequate control of
the media. Skills such
as painting and cutting
indicate fine motor
skills are still
developing. Basic
craftsmanship.

Artwork appears
to still be inprogress.

Artwork is innovative,
completely original, well
thought out, and
thoroughly developed.

Artwork is thoughtful and

developed throughout.
Creative risks were taken;
however, they may be
counterproductive to goals
of final product.

Artwork has the basic

components of the
assignment, but
arrangement and
design appears
underdeveloped.

Artwork appears
to still be inprogress.

Composition successfully
incorporates all of the
design elements (line,
shape, and at least 3
different values) and
principles (movement)
discussed during unit.
Composition reflects
understanding of Picassos
abstraction, cubism, and
Blue and Rose Periods.

Student composition
meets almost all of the
requirements. Student
may not have fully
incorporated some of the
elements or principles.

Basic composition.
Artwork is lacking full
development of
elements and
principles of art.

Artwork appears
to still be inprogress.

Student worked in class

entire period. Did not need
to be reminded to focus on
task. Student was eager to
share explorations and
ideas with others. Table
conversation was focused
on art talk.

Student worked in class

most of the period.
Needed very few
reminders to focus on task.
Student was willing to
share several explorations
when prompted. Table
conversation was focused
on art talk.

Student worked in
class part of the
period. Needed
several reminders to
focus on task. Student
had difficulty
articulating process
when asked. Table
conversation partially
focused on art talk.

Student needed
lots of reminders
to focus on task.
Student inability
to focus reflected
poor listening
skills. Table
conversation
rarely focused on
art talk.

Total:

Novice
1