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UNIT OVERVIEW
Title Cubism Unit
Contextual Factors Iroquois Junior/Senior High School is a small school located in a
suburban part of Erie County. Throughout the school, the average number of students in a class is
20. There are three sections of Fundamentals of art during the school day. The first is offered
during second period, has 16 students, 8 of which are male and 8 are female. The second section
is offered during fifth period and has 24 students in the class, 12 of which are male and 12 are
female. The third section of fundamentals is offered during sixth period and has 10 students in
the class, 2 of which are male and 8 are female. The majority of students in these classes are
Caucasian. Aside from this, there are 8 African American students, three Hispanic, and one
Muslim American student enrolled in Fundamentals of Art. A few of the students in these classes
have IEPs. Some of the disabilities present in the classroom include EBD, SLD, and Selective
Mutism. Within the classroom there are six tables available for students to use as a work space.
Along with this, there is a table with basic supplies and a small table where the instructor can put
handouts or use as a demonstration space. The art room has two spray booths with ventilation
available for students to use for spray paint or any other medium with a strong scent or
potentially toxic fumes. There are two sinks that the students use to wash their hand, clean their
tools or get water for painting. The students also have access to a computer lab within the art
room, a dark room for photography, and a ceramics room equipped with a small electric kiln.
Goals and Standards
To compose a self-portrait using either analytic or synthetic cubism.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To examine common themes and styles present in art created in the Cubist movement.
9.2.12.C: Relate works in the arts to varying styles and genre and to the periods in which they
were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern,
Contemporary, Futuristic, others).
To apply the various types of criticism in a discussion about cubist self-portraits.
9.3.12.E: Examine and evaluate various types of critical analysis of works in the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism
To analyze the effects that cubism has had on the art movements that followed (Dada and
Bauhaus).
9.4.12.B: Describe and analyze the effects that works in the arts have on groups, individuals and
the culture.
SLO

Sorce 2
CC.1.2.9-10.A Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refines by specific details; provide and
objective summary of the text.
L.N.1.3.2: Summarize the key details and events of a nonfictional text, in part or as a
whole.
Content During this unit, students will learn about both Analytic and Synthetic Cubism. They
will analyze how events that occurred in history affected artists and what they were doing with
their art. Students will also learn about the different aesthetics associated with each of cubistic
styles. Analytic cubism is about breaking organic forms down and simplifying them into
geometric shapes. This style often has a monochromatic or achromatic color scheme. Whereas
synthetic cubism is brighter, more colorful, and is less concerned with geometry. Students will
then choose one of the types of cubism and its aesthetic style to create a self-portrait. To
accomplish this, students will incorporate drawing or themselves from many different angles all
merged together into one unified image. Along with this, students will practice implementing the
three methods of criticism (formal, aesthetic, intuitive, and contextual), which will help them to
understand, rationalize, and verbalize their opinions in everyday life. The completion of a handson activity that applies the information that they have been taught thus far is also a good way to
ensure retention.
Vocabulary/Word Bank
Monochromatic: A color scheme which includes one color and tints, tones and shades of that
color.
Achromatic: A color scheme which include no colors, only black, white and grey.
Cubism: an early 20th-century style and movement in art, especially painting, in which
perspective with a single viewpoint was abandoned and use was made of simple geometric
shapes, interlocking planes, and, later, collage.
Analytic Cubism: Cubism which focuses on abstracting a simplifying organic forms into
geometric shapes. Uses monochromatic or achromatic color scheme
Synthetic Cubism: Cubism which uses bright colors. Not all shapes are geometric.
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.

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Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.
Materials/Resources/Technology
PowerPoint Presentation
Examples of Analytic Cubism
Examples of Synthetic Cubism
Youtube Videos
Projector
Cubism Worksheet
Cubism article
Article worksheet
Pencils
Ebony Pencils
Erasers
Paper
Colored pencils
Rulers
Stencils
Summative Assessment Plan See Rubric
Informal Assessment I will informally gauge student progress and
retention of knowledge by circulating the room to ensure that they
understand the project. I will also use Bell Ringer activities

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SCOPE OF THE INSTRUCTIONAL PLAN
Lesson Title Introduction to Cubism
Day 1 of 6
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Students will assess

various artworks
created during the
cubism movement.

Bell Ringer: Draw

me an organic form
made entirely of
geometric shapes.

9.2.12.C: Relate
works in the arts to
varying styles and
genre and to the
periods in which they
were created (e.g.,
Bronze Age, Ming
Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Students will
compose 2 selfportrait sketches.
9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,

Bell Ringer: Think

about why so many
artists make selfportraits?

Formative
Assessment
Students will view a
PowerPoint
Presentation that
displays various
works of art from the
cubism movement.

Adaptations

Students will create

two rough selfportrait sketches. One
sketch should be a
self-portrait in an
analytical cubist
style, and another
should be a selfportrait in a synthetic
cubist style.

Instructor will
circulate the room to
provide support and
answer questions.

Instructor will repeat

and clarify when
needed.

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communication,
multi-media
Lesson Body
Anticipatory Set

Students will view a video about cubism.

Procedures

Students will complete Bell Ringer

o Draw an organic form entirely out of geometric shapes.
o Think about why artists create self-portraits

Students will complete anticipatory set

While students are watching the video they should complete a cubism worksheet.

Class will discuss answers to the cubism worksheet

Instructor will review the difference between Analytical and Synthetic cubism

Instructor will lead a discussion about various artists and artworks made during
the Cubist movement

Once the instructor has completed the PowerPoint presentation, students will
create two working sketches

View short video

https://www.youtube.com/watch?v=n0rkVOD8VF0

Each student should complete two self-portrait sketches

o The first should reflect Analytical Cubism

Arrange dividing lines

Use ebony pencils to shade

o Second should reflect Synthetic cubism

Arrange dividing lines

Choose which colors to use

Each student should choose their favorite composition

o Decide which colors you want to use
o Is it analytical or synthetic cubism?
o Incorporate elements and principles of design
o Multiple perspectives

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o Two dimensional image of a three dimensional object
Closure Have students discuss their response to the self-portrait question
Clean-up Students should ensure that all art materials are returned to their assigned
location and that their work areas are clean before they leave class.
Independent Practice N/A
Safety Considerations N/A

Lesson Title Cubist Self-Portrait Sketches

Day 2 of 6
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Objective 1: Students
will analyze
examples of cubist art
and decipher if it
better suits the
requirements of
Analytical or
Synthetic Cubism.

Bell Ringer:
Which type of
cubism incorporates
many bright colors?
Which type uses a
dull, monochromatic
color scheme?

Formative
Assessment
Students will
participate in a
review game where
they guess if an
artwork better fits the
requirements of
analytical or synthetic
cubism.

Adaptations

Students will transfer

their self-portrait
sketch onto larger
paper to create their
final project.

Instructor will remain

available to students
for further
instruction, support
and clarification.

Instructor will ask

guiding questions and
repeat and modify as
needed.

9.4.12.B: Describe
and analyze the
effects that works in
the arts have on
groups, individuals
and the culture.
Objective 2:
Students will use
paint and other media
to create their final
draft of their cubist
self-portrait.
9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts

Students will have

chosen their favorite
self-portrait sketch.
Students should keep
in mind which
materials they would
like to use.

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elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set
https://www.youtube.com/watch?v=n0rkVOD8VF0
Procedures

Students will complete Bell Ringer questions

o Which type of cubism incorporates many bright colors?

Which type uses a dull, monochromatic color scheme?

Synthetic
Analytical

Students will complete Anticipatory set

o Game
o Show pictures of cubist art
o Is it analytical or synthetic cubism
o Hand up if its analytical, touch the floor if its synthetic

Students will complete a value scale activity

o 7 step value scale
o White on one end, black on the other, mid grey in the middle.

Students will use class time to work on their self portraits

o Us rulers to draw your guiding lines
o Geometric shapes
o Use pencil to sketch in where the parts of your face belong
o Students should use mirrors to draw their faces from multiple angles
o Shade with ebony pencil

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Analytical

o Shade with colored pencil

Synthetic

Instructor will circulate the room to ensure that students are completing the
assignment

Instructor will be present provide support.

Closure Review the two styles of cubism

Clean-up Students should ensure that their work areas are clean and that all art
supplies are put back in their designated areas before they leave the classroom.
Independent Practice N/A
Safety Considerations N/A

Lesson Title Cubist Self-Portrait

Day 3 of 6
Objectives/Assessments/Adaptations
Objective
Objective 1: Students
will identify the
theme and key
concepts in an article
about Picasso and
Cubism.
CC.1.2.9-10.A
Determine a central
idea of a text and
analyze its
development over the
course of the text,
including how it
emerges and is
shaped and refines by

Pre- Assessment

Formative
Assessment
Instructor will test
Students will read an
student knowledge by article about Picasso
asking the class what and fill out a
they know about
worksheet about the
Picasso.
information they
have read.

Adaptations
Instructor will be
available for support.
Instructor will read
the article aloud to
students who may
need it.

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specific details;
provide and objective
summary of the text.
L.N.1.3.2:
Summarize the key
details and events of
a nonfictional text, in
part or as a whole.
Objective 2: Students
will use paint and
other media to create
their final draft of
their cubist selfportrait.

Bell Ringers
Does being able to
render things
realistically help you
create abstract art?
Why/ why not?

Students will create a

self-portrait painting
in either an analytical
or synthetic cubist
style.

Instructor will remain

available to help
guide/ support
students and ensure
that they are
completing the
project correctly.

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set

Does being able to render things realistically help you create abstract art? Why/ why
not?
Procedures

Students will complete the bell ringer as they entire the classroom

Students will discuss their responses to the bell ringer as a class

Students will read an article about Pablo Picasso and Cubism

Students will fill out a worksheet to help them retain the knowledge from the
article

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o Students may get together in groups to discuss this article and check the
answers on their worksheet

Students will gather the supplies they need to work on or complete their projects.

Students will use class time to work on their self portraits

o Students should use rulers for their guidelines

Use pencil to draw entire self-portrait first

Shade with either Ebony Pencils or Colored pencils

Instructor will circulate the room to ensure that students are completing the
assignment

Instructor will be present provide support.

Closure At the end of each class, ask students questions about cubism as a review.
Clean-up Students should ensure that their work areas are clean and that all art
supplies are put back in their designated areas before they leave the classroom.
Independent Practice N/A
Safety Considerations N/A

Lesson Title Cubist Self-Portrait

Day 4/5 of 6
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Objective 1: Students
will use paint and
other media to create
their final draft of
their cubist selfportrait.

Bell Ringers
Day 1: Does being
able to render things
realistically help you
create abstract art?
Why/ why not?
Day 2: What do you
think inspires artists
to create entirely new
art movements?
Day 3: Which style of

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts

Formative
Assessment
Students will create a
self-portrait painting
in either an analytical
or synthetic cubist
style.

Adaptations
Instructor will remain
available to help
guide/ support
students and ensure
that they are
completing the
project correctly.

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elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media

cubism did you use to

create your selfportrait? Why?
Which colors did you
choose?

Lesson Body
Anticipatory Set

Day 4: What do you think inspires artists to create entirely new art movements?
Day 5: Which style of cubism did you use to create your self-portrait? Why? Which
colors did you choose?
Procedures Each day will be a work day

Students will complete the bell ringer each day as they entire the classroom

Students will discuss their responses to the bell ringer as a class

Students will gather the supplies they need to work on or complete their projects.

Students will use class time to work on their self portraits

Instructor will circulate the room to ensure that students are completing the
assignment

Instructor will be present provide support.

Closure At the end of each class, ask students questions about cubism as a review.
Clean-up Students should ensure that their work areas are clean and that all art
supplies are put back in their designated areas before they leave the classroom.
Independent Practice N/A
Safety Considerations N/A

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Lesson Title Cubism Critique

Day 6 of 6
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Students will
evaluate the work of
other students in the
class through the
implementation of a
class critique.

Verbally review the

three types of
criticism with the
class. What are they
called? What does
each one mean?

Formative
Assessment
Students will
participate in
discussions about the
work of other
students in the class.

Adaptations
Instructor will guide
critique and ask
prompting questions
when needed.

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9.3.12.E: Examine
and evaluate various
types of critical
analysis of works in
the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism
Lesson Body
Anticipatory Set

Bell ringer:
o Define Analytical Cubism
o Define Synthetic Cubism

Procedures

Students will complete Bell Ringer/ Anticipatory Set

o Students will gather their finished projects, sketches, and cubism
worksheets

Students will participate in a voting activity

o Each student gets four pieces of orange paper

Four votes

Students will circulate throughout the room and vote for which
four are their favorite

Pieces with the most votes will be discussed first during critique

After the first few, ask students who wants to talk about their work.

o Ask students to use each type of criticism to discuss each artwork

Formal

What elements and principles of design do you see?

Intuitive

How does it make you feel?

What does it make you think of?

Contextual

Do it fit into the cubist aesthetic?

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o Analytical or Synthetic?

Why?

Closure Class critique will serve a closure for the unit

Clean-up Students should gather everything they have completed from this unit,
paper clip it together, and place it in the turn in only box to be graded
Independent Practice N/A
Safety Considerations Instructor will monitor critique to ensure that all criticism is
constructive.

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APPENDIX
Rubric
Unacceptable
0
Student did not
participate in
class discussions

Developing

Acceptable

Student showed minimal

interest/participation in
class discussion.

Student participated
in class discussion
but did not give
thoughtful responses.

Value Scale
Activity

Student did not

complete a value
scale

Students value scale is

incomplete

Cubism Worksheet

Student did not

complete
worksheet.

Picasso Article &

Worksheet.

Student did not

read the article
or fill out the
worksheet.
Student did not
complete
compositional
sketches

Student completed the

worksheet but had 3 or
more incorrect or
incomplete answers
Student answered half or
less than half of the
questions about the
article
Student completed one
compositional sketch but
did not specify any color
choices.

Students value scale

is complete but the
tones are too similar/
the scale is not
accurate
Student completed
the worksheet and
had 1-3 incorrect or
incomplete answers
Student answered
most of the questions
about the article

Participation

2 Compositional
Sketches

Final Project- Craft

Student did not

submit a final
project.

Students project was

incomplete or had very
poor craft. There is no
shading visible within
composition, student
colored or shaded
outside the lines.

Final ProjectUnderstanding of
Concept.

Student did not

submit a final
project.

Students project was

incomplete or displayed
not understand of the
concept. Picture was not
broken into geometric
shapes.

Student completed
one compositional
sketch that specified
which color or colors
they chose.
Students project was
complete but there
are areas that could
use some work.
Edges of the
geometric shapes
could be clearer.
Shading could be
pushes further.
Darker darks, lighter
lights.
Final project showed
some understanding
of concept. Students
broke up the space
into geometric shapes
but did not draw their
face from different
angles.

Target
100
Student participated in
class discussion and
gave thoughtful
responses to
instructors questions
Students value scale is
complete and all the
greys are accurate.

Student completed
entire worksheet
without any errors
Student read the article
and completed the
entire worksheet.
Student completed two
unique compositional
sketches that specified
which colors they
would use for each
composition
Student submitted a
completed project with
excellent craft. Project
is well done and
contains many
different values.

Final project was

complete and students
demonstrated
understanding of the
concept. The space
was broken up into
geometric shapes and
the face was drake
from several different
angles.

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Supplemental Instructional Tools
Worksheet for video
Worksheet for article
Worksheet for compositional sketches
Article about Picasso
Video about cubism
Value scale information/ blank scales
Self-reflection