LESSON PLAN: Visual Art – Cubist Emotion Painting
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KEY POINTS ABOUT EMOTIONAL AWARENESS AND SELF REGULATION
FUNDAMENTAL CONCEPTS
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ACTIVITY/PROCESS
PRINCIPLES OF COMPOSITION
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SPECIFIC EXPECTATIONS (Visual Art)
MATERIALS
POINTS TO DISCUSS
ACTIVITY/PROCESS
1. After discussing Pablo Picasso and his work (you may wish to refer to the reference page What Makes a Picasso a Picasso?), as a class generate a list of emotions or refer to the chart provided in the previous emotional awareness lesson.
2. Students will choose one to three different emotions to develop into thumbnail sketches. On 9 x12 news print students do four to six thumbnail sketches of a person showing the emotion(s) chosen. When students are sketching they need to remember to draw figures that are full body, half body, and head and shoulders images. Stress that the images are simple and not totally realistic. Remind them that the body, through body language, and the face (through expression) need to communicate the emotion. When they have done several sketches, they may combine two that they really like to create a totally new third sketch. 3. At this point discuss the background. Encourage students to think about what they can add to the back ground that will help communicate the message they want the viewer to see in their work. 4. When students have a sketch that they feel works well to show the emotion, they may begin to transfer (draw) the image on the large paper. 5. Before beginning with colour discuss colour, and specific emotions associated with specific colours. 6. If using paint, students mix the colours they need for specific areas. Remind them to mix more of a colour than they think they will need, so they do not have to go back and make a colour again. Remind students that they will need a variety of colours. For example if using blue, the student will want to have several different blues (some mixed with white and black, while other blues can be mixed with other colours). 7. When painting is complete, outline everything with black marker when the paint is dry. Remind students to think about the thickness of the outline. A thick heavy line conveys a different emotion than a thin outline. Different parts of the painting may have different thickness in the outline (this creates a sense of variety in the work and makes the image more interesting to look at). If using oil pastel encourage the students to apply the colour evenly so there are no streaks or markings. Black outline will need to be done in oil pastel. REFLECTION AND EVALUATION
When paintings are complete have students fill out the reflection sheet. This sheet allows them to discuss their thought process when they created the art work.
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