Lesson #1

Pablo Picasso and Abstract Art

Grade

4/5

Subject

Art, Inclusive of ELA

Time Duration

60 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Art General Learning Outcomes:
Art Specific Learning Outcomes:
APPRECIATION: Students will interpret artworks by
Images can be portrayed in varying degrees of realism.
examining their context and less visible characteristics.
Colour can be made to appear dull or bright.
Feelings and moods can be interpreted visually.
MAIN FORMS AND PROPORTIONS: Students will
perfect forms and develop more realistic treatments.
Students express a feeling or message: feelings and moods can
be interpreted visually; specific messages can be symbolized or
DEPICTION AND EXPRESSION
interpreted.
ELA General Learning Outcomes: Students will listen,

Students will create an original composition based on supplied

speak, read, write, view and represent to:
motivation.
Explore thoughts, ideas, feelings and
ELA
Specific Learning Outcomes:
experiences.
1.1
Discover and explore
Comprehend and respond to text
1.2 Clarify and extend
2.2 Respond to texts
2.4 Create original text
LEARNING OBJECTIVES
Students will:
Identify key concepts of abstract art.
Create their own abstract art.
ASSESSMENTS
Key Questions:
Observations:
Students are able to identify key identifiers in abstract art What are the 3 key concepts in abstract art?
(ex. colour, line, point of view, direction.)
What makes an image feel a certain way?
Students are engaged in discussion.
Written/Performance Assessments:
Students create their own compositions using the key techniques of abstract art.
Represent one of the 7 Habits in their composition.
Justify and explain their use of techniques in their compositions.
LEARNING RESOURCES CONSULTED
Program of Studies
Other Teachers
YouTube
MATERIALS AND EQUIPMENT

SMARTBoard

Scissors

Construction Paper

Magazines/Newspapers

Markers
PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Funny Picasso Video (http://youtu.be/Ld5XBsB5q8M)
Assessment of Prior Knowledge: Who remembers the 3 concepts we discussed last week?
Expectations for Learning and Behaviour: Respectful group discussion, raising hands and giving others a chance to
contribute. Staying on task and respecting other classmates as well as the teacher.
Advance Organizer/Agenda: Review, Make composition, Write up about composition.
Transition to Body: Lets take a look at these images, who can point out the differences and techniques?
Body 45 min.):
Learning Activity #1: SMARTBoard activity comparing 2 images (realistic vs. abstract) to review the main concepts.
If students are unable to point out the main concepts and describe differences in the images, review concepts from first
lesson and compare another set of images.
Learning Activity #2: Create own abstract image based on interpretation of the 7 Habits. Review the 7 Habits and show
examples of abstract compositions for each. Students can draw or collage to create their own representation.
Students use abstract techniques when creating their composition.
Look for students who are struggling and use leading questions to give them direction.
Answer questions and look for misunderstandings to clarify.
Learning Activity #3: Students create a write up to explain their use of techniques in their composition.

 Students are able to identify the 3 techniques.

Students can explain how they used these techniques in their composition.
Students can link the elements in their composition to their chosen habit.
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson: key concepts of
abstract art, who Picasso was.
Feedback From Students: Have a list of words on the board (6), 4 of which relate to abstract art and Picasso, 2 that dont.
Have students identify which are relevant and which arent.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson there will be time to finish our abstract art projects.
Reflection

This lesson really demonstrated the range of student motivation in my class. I had some students that put
a lot of thought and consideration into their compositions and this is evident through their use of the
abstract techniques (line, colour, emotion) and communication of their message in their art. The
compositions are intriguing and incorporate what they have learned about abstract art while still being
personal. Other students had minimal motivation to apply the abstract principles and took the easy route
out, collaging random images together or drawing some lines in the general shape of a person. These
students would ask me to tell them what to do instead of using strategies the classroom expectations
provide for them: talking to their elbow partner or looking around the classroom for guidance before
talking to a teacher. I need to find a way to engage these students differently so that they understand the
directions better and thus dont need every lesson broken down into steps. These students ask questions
that have just been explained to the whole class during many different lessons so I plan on looking back at
the lessons to find the common denominator. I am trying to use different teaching methods to meet all the
students needs but there must be a reason these lessons are not resonating with these particular students.
Due to this observation, next lesson we will be using our accountability buddies. The students
were each paired with someone to help them stay accountable to their goals and to ensure that they are
putting forth their best work. The class will get together with their accountability buddies and discuss
their art. Students will be encouraged to ask if they each really put thought into their art, if they are truly
happy with the end product, and if the end product reflects their learning. During these discussions I will
talk to groups that have students that demonstrated a lack of motivation during this activity to help
encourage them to reassess their composition. It is my hope that the students will go back to their work
and look at it with fresh eyes, with new ideas, and a clearer picture. I will talk with students individually
to encourage them to take ownership of their own education if needed.