Art Lesson Plan

Title: Picasso Self Portrait Unit: Picasso

Grade level: 3rd Medium: Pastels
Suggested Time: 2 1 hour classes

Instructional Objectives (2-3):

Students will be able to explain what a Picasso self portrait is.
Students can produce their own version of a Picasso self portrait.

Elements of Art (1-3) line, color, shape, form, space, texture, value
Shape
Color
Line

Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity
Contrast
Emphasis

Materials and Equipment:

Black Construction Paper
Pastels
Power Point Slides
Internet Connection
Computer

General Vocabulary (4-5):

Color
Drawing
Contrast
Free Form Shape

Art Production (based on Madeline Hunter model)

1.anticipatory set 2. state objectives 3. Input: art history, instructions 4.demonstration, modeling
5. check for understanding 6. guided practice 7. independent practice 8. closure

1. Wear the self portrait you created as an example as a mask.

2. National Standards
VA:Cr1.1 Elaborate on an imaginative idea.
VA:Cr3.1 Elaborate visual information by adding details in an artwork to enhance
emerging meaning.
VA:Cr2.1 Create personally satisfying artwork using a variety of artistic processes
and materials.
State Standards
VA:Cr1.1 Elaborate on an imaginative idea.
 VA:Cr2.1 Create personally satisfying artwork using a variety of artistic processes
and materials.
VA:Cn10.1 Develop a work of art based on observations of surroundings.
3. Directions
Ask the students if they would like to know what the mask is, or if they would like
to guess what it is. Explain to the students what the mask is and who created
portraits similar to the one you were wearing when they walked in. Invite the
students to gather around a table to watch a demonstration of how you created
the self portrait.
Give a demonstration of how you created the self portrait. Be sure to explain that
they must use free form shapes to make their own self portrait. There should be
no straight edges in the design of the face or body of the self portrait.
Have the pastels sitting in the middle of the tables before the students walk into
the class. Be sure to tell them they are not allowed to touch anything until
instructed to do so. Hand out a piece of black construction paper to each of the
students. Work with them on creating the outline of their portrait. Let them finish
the self portrait by have them filling in all the different shapes and filling in the
background with multiple designs.
Allow time at the end of class for the students to show their self portraits.
4. Before allowing the students to go off on their own, it is the best show the students
what is expected out of their art work. Demonstrate how to create your own self portrait
and what you mean by not using straight edges.
5. Ask the students if they remember what they are not allowed to use when creating
their own self portrait. Ask them what they are creating and what they need to use to
create it.
6. Work with the students to create the outline of their own self portrait. Be sure to walk
around the class and answer any questions they may have.
7. They may now finish creating their own self portrait and filling in all the free form
shapes with bright colors. They should also create a bright colorful background behind
the self portrait.
8. Allow the students to show their self portraits to the rest class. (They do not have
show their work if they do not wish to.)

Assessment (should relate to objectives):

The Art Rubric

Content:
Were the students able to create their self portrait with free form shapes and no straight
edges?
12345

Creativity:
Is it unique, original, did they think outside the box of the objectives?
12345

Craftsmanship:
Is the project neat and carefully handled?
12345
Completion:
Did the student work productively and finish the assignment in
12345

Comments:
____/20

Modifications / Special Notes / Drawings

Student with Autism
A lot of times students with Autism have a hard time with textures, therefore chalk or
pastels are not such a good idea for them to use. So for this student we will allow them
to use markers. They will also need a white piece of paper instead of black so that the
markers will show up. Be sure to slowly introduce the materials to this child and allow
time for exploration. This child may need more than the assigned class time. This child
may have difficulty sitting for a long period of time so allow the child to stand to work on
the project.