Pablo Picasso Inspired Guitars

Learning Targets

I can...

• Create an original Pablo Picasso Inspired Guitar using collage techniques learned in class
• Use line types (horizontal, vertical, diagonal), monochromatic colors (light blue, dark blue), and value (tints, shades, hues) inspired by Spanish Painter (1881-1973) Pablo Picasso
• Use drawing skills (perspective, observational, contour) and design principles (balance, composition, repetition) based on Cubism
• Define Distort (elongate parts and shorten others to reposition an object)

Lesson One
Day One, Art Start

1. Guitar, Sheet Music, And Glass (1912) Pablo Picasso

2. Read The Three Musicians: A Children's Book Inspired By Pablo Picasso by Veronique Massenot

3. Discussion Questions "What is cubism? Who is Pablo Picasso? Why is Pablo Picasso important? Does this artwork show an understanding of cubism style by showing still life from multiple views or factoring planes? Did the artist create interest through value, contrast, various textures, and collage elements? Did the artist create variety using both white and black charcoal? How did cubism influence 20th century art culture? Which stages of art did Pablo Picasso create? Why was the Blue Period given its name? When was the Old Guitarist painted? What sort of shapes do you recognize in this work of art? Where do you see curved lines? Where do you see straight lines? what objects do you see? What does this artwork show?"

Lesson Activities

1. Use shape variation (geometric, organic, free form) to draw the musical instrument (guitar) on the positive space (foreground) of the guitar collages

2. Use a straight edge or ruler to add line types (horizontal, vertical, diagonal) to the positive space (foreground) of the guitar collages

3. Use black sharpie marker to outline the positive shape (foreground) and negative shape (background) of the Pablo Picasso Inspired Guitars

Day Two, Art Start

1. Retrieve Pablo Picasso Inspired Guitar for Assigned Tables

2. Guitar (1913) Pablo Picasso

3. Discussion Questions "How is Pablo Picasso's depiction of a guitar similar to a real guitar? How does Pablo Picasso's depiction of the guitar differ from a real guitar? What might be the idea of Cubism? What shapes can you identity in the guitar you have chosen? How do we come up with completely new and original things? Have you drawn something never seen before? Do you have a new perspective after looking at this artwork? What is a different way of seeing this same artwork? What differences do you notice between the Spanish and French compared to Russian Cubism? What choices would you have made if you were Pablo Picasso? How can you distinguish the parts of the Three Musicians? How would you use warm and cool colors? How would you use monochromatic colors?"

Lesson Activities

1. Use monochromatic colors (light blue, dark blue) to fill in the positive space (foreground) of the guitar collages 

2. Use monochromatic colors (light blue, dark blue) to fill in the negative shape (background) of the guitar collages 

3. Fill in the white space found within the positive space (foreground) and negative space (background) of the Pablo Picasso Inspired Guitars

Day Three, Art Start

1. Retrieve Pablo Picasso Inspired Guitars for Assigned Tables 

2. Set Up Studio Area (glue sticks, construction paper, pencils)

Lesson Activities

1. Use line variation (horizontal, vertical, diagonal) to add patterns (swirls, florals, stripes) to the positive space (foreground) of the guitar collages 

2. Add tint (white) to fill in the positive space (foreground) with highlights (reflective light, light source) of the guitar collages

3. Add shade (black) to fill in the negative space (background) with shadows (cast shadow, reflective shadow) of the Pablo Picasso Inspired Guitars

Artist Examples

Student Examples

 Swedish Dala Horses

Learning Targets

I can...

• Create an original Swedish Dala Horse using drawing techniques learned in class
• Use warm/cool colors (red orange yellow; green blue purple), shape variation (geometric, organic), and line types (horizontal, vertical, diagonal) inspired by Swedish Artist (2014-Present) Torbojrn Swenelius
• Use paper techniques (cutting, folding, tearing) and design principles (balance, movement, proportion) based on 19th Century Art
• Define Symbol (a mark, sign, or word that represents an idea, object, or relationship)

Lesson One
Day One, Art Start

1. The Blue And Red Dala Horse (2013) Torbojrn Swenelius

2. Read D is for Dala Horse: A Nordic Countries Alphabet by Kathy Jo Wargin

3. Discussion Questions "What is a Dala Horse? What is the Dala horse made of? What is the meaning of the Swedish Dala horse? Why is the Dala horse the most popular souvenir in Sweden? What does the Dala horse symbolize? Is a Dala Horse a toy? Have you ever wondered why the red wooden horses are associated with Sweden? Why are horses an important motive in art throughout history?"

Lesson Activities

1. Choose 12" X 15" Red Construction Paper

2. Choose 12" X 15" Multicolored Construction Paper

3. Use pencil to draw positive space (horse) of the red construction paper for the horse compositions

Day Two, Art Start

1. Retrieve Swedish Dala Horses for Assigned Tables

2. The Blue Dala Horse (2013) Torbojrn Swenelius

3. Discussion Questions "What do you use to describe the horse in this work of art? Did the artist look at real horses or use his imagination to make this work? What do you think the artists is trying to say about horses? Which horse seems more realistic? What does these work tell you about how each artist viewed the horse? Are their views of the horse similar or different?"

Lesson Activities

1. Use oil pastels to draw the positive space (horse) onto the red construction paper for the horse compositions

2. Use oil pastels to draw the negative space (background) onto the multicolored construction paper for the horse compositions 

3. Use oil pastels to add patterns (dots, stripes, swirls) onto the multicolored construction paper for the Swedish Dala Horses 

Day Three, Art Start

1. Retrieve Swedish Dala Horses for Assigned Tables

2. Set Up Studio Area (oil pastels, scissors, glue sticks)

Lesson Activities

1. Use neutral colors (white, black, grey) to fill in the positive space (horse) of the horse compositions

2. Use neutral colors (white black grey) to fill in the negative space (background) of the horse compositions

3. Add embellishments (jewels, glitter, fabric) to the positive space (horse) and negative space (background) of the Swedish Dala Horses

Artist Examples

Student Examples

 Abstract Moose

Learning Targets

I can...

• Create an original Abstract Moose using drawing techniques learned in class
• Use shape variation (geometric organic), line types (horizontal vertical diagonal) and space (positive negative) inspired by Australian Artist (1992-Present) Dawn Gerety
• Use repetitive patterns (dots, swirls, stripes) and design principles (contrast, gradation, movement) based on Contemporary Art
•  Define Pattern (a repeated decorative design)

Lesson One
Day One, Art Start

1. River Moose (2021) Dawn Gerety

2. Read Morris the Moose by B. Wiseman

3. Discussion Questions "What do you know about moose? What do you think when you hear about moose? What is the reason that Morris gives for the cow being a moose? What reasoning did Morris use to conclude that the cow is a moose? What is wrong with Morris's reasoning? Do you agree with Morris, that he knows that the cow is a moose? Is there more knowledge than having reasons for a brief? When was there time you had a reason for knowing something? As a result of what you have now said, do you think that everything you know you know for a reason? How does the cow do this? How does Morris respond? Has anything like this ever happened to you?"

Lesson Activities

1.  Use three geometric shape (rectangle, oval, circle) to create a three-dimensional silhouette of a abstract moose for the winter landscapes 

2. Add details (eyes, horns, ears) to the three dimensional silhouette of the abstract moose for the winter landscapes

3. Outline positive space (moose) with neutral colors (black brown grey) for the Abstract Moose

Day Two, Art Start

1. Retrieve Abstract Moose for Assigned Table

2. Aurora Bou (2021) Dawn Gerety

3. Discussion Questions "Why do you think people keep saying they know something even though they do not? Does yelling make Morris right? Why does he yell? What do you think he should have done to convince the deer that he was wrong and that Morris was not a deer? Why does seeing their own reflections convince the animals that they were wrong? What does the saying "seeing is believing" mean? Do you agree with it? Why is Morris not convinced when the other animals tell him that he is wrong? Can you think of other situations in which people have persisted in their mistakes despite having evidence that they were wrong? Can you think of situations in which new evidence has made people change what they think?"

Lesson Activities

1. Add finished details (eyes nose ears) to the positive space (moose) of the winter landscapes

2. Finish outlining positive space (moose) with neutral colors (brown black grey) for the winter landscapes

3. Add embellishments (salt, glitter, metallic) for the negative space (background) of the Abstract Moose

Day Three, Art Start

1. Retrieve Abstract Moose for Assigned Table

2. Set Up Studio Area (water bucket, paintbrush, watercolor)

Lesson Activities

1.  Finish adding embellishments (salt, glitter, metallic) for the negative space (background) of the Abstract Moose

2. Add neutral colors (brown black grey) to the three dimensional silhouette (moose) of the Abstract Moose

3. Add value (highlights, shadows) to the positive space (animal) of the Abstract Moose

Artist Examples

Student Examples

 Snails With Shadows

Learning Targets

I can...

• Create an original Snails With Shadows using drawing techniques learned in class
• Use rainbow order (red orange yellow green blue purple), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Swirl by Swirl: Spirals in Nature by Joyce Sidman
• Use drawing techniques (smudging, blending, smoothing) and design principles (composition, repetition, gradation) based on Illustrations
• Define Spiral (a curved line moving farther away as it revolves around a point)

Lesson One
Day One, Art Start

1. Snail (1966) David Klein

2. Read Swirl by Swirl: Spirals in Nature by Joyce Sidman

3. Discussion Questions "What do snails eat? Why do snails have a shell? What is the largest snail species? How do snails move? What are snails a symbol of? What is the difference between a snail and a slug? Are slugs related to snails? Is a snail's shell its house? Can snails outgrow or leave their shells? What happens if a snail's shell gets cracked? Are land snails related to the animals that make seashells? Do snails do anything for the ecosystem? Can snails see, hear, or smell? Why are snails so slimy? What is the biggest snail in the world? What is the smallest snail in the world? How long do snails live?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper

2. Draw three thumbnail sketches of snails using observational drawing skills (contour, outline, continuous) for snail drawings

3. Add details (shadows, reflective light) to negative space (background) of Snails With Shadows 

Day Two, Art Start

1. Retrieve Snails With Shadows for Assigned Table

2. Snails (2012) David Klein

3. Discussion Questions "Are snails nocturnal? Why do snails leave slime behind them as they travel? Do snails hibernate in the winter? Can snails be found everywhere on Earth? Are there more snails or insects on earth? How many different types of snail species are there that live in the sea, freshwater, or on land? How many teeth do garden snails have? How do snails protect themselves from predictors? What are the characteristics of a snail? Do you know where the snail's eyes are? How big can snails grow?"

Lesson Activities

1. Use drawing techniques (contour, outline, continuous) to add basic shapes (circle, oval, rectangle) to snail drawings

2. Use design principles (composition, repetition, gradation) to fill in the positive space (snail) of the snail drawings

3. Use drawing techniques (contour, outline, continuous) to add patterns (loops, swirls, waves) to positive space (shell) of Shadows With Snails

Day Three, Art Start

1. Retrieve Shadows With Snails for Assigned Table

2. Set Up Studio Area (oil pastel, eraser, pencils)

Lesson Activities

1. Use rainbow order (red orange yellow green blue purple) to fill in the positive space (snail) of the snail drawings

2. Use neutral colors (black, white, grey) to fill in the negative space (background) of the snail drawings

3. Add design details (shadows, reflective light, table) to negative space (background) of the Snails With Shadows 

Artist Examples

Student Examples