What's in a Face?
Lesson Plan Three:
Abstract Self-Portrait
Rationale:
Students will be introduced to Cubism, one of the most influential 20th Century art movements, and focus on portraits created by Pablo Picasso. The movement rejected traditional methods of rendering perspective, modeling, and foreshortening. It focused on the reduction and defragmentation of the artists’ subject matter. Students will explore Cubist techniques of defragmenting figures and apply warm and cool colors to create spatial ambiguity.
Objectives:
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Using graphite pencils, rulers, oil pastels and 12”x 18” Sulphite drawing paper, students will manipulate two different vantage points of themselves that will be inspired by Cubist portraiture. (H.7.2)
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Students will use a frontal and side photograph of themselves as a foundation for their self-portraits.
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Students will demonstrate spatial ambiguity by using warm and cool colors.
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Using Picasso’s Portrait of Nusch Eluard (1937), Woman with a Hat and Fur (1937), Portrait of Artist’s Mother (1896), and Self-Portrait (1896), students will compare and contrast through oral discussion. (H.1.3)
Standards:
H.1.3 PROFICIENT: Identify iconography in an artist’s work or a body of work and analyze the meaning. ADVANCED: Analyze how forms and icons have been appropriated and modified through the ages.
H.7.2 PROFICIENT: Create works of art that use specific principles to solve visual problems. ADVANCED: Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
Pablo Picasso. Self-Portrait. 1896
Pablo Picasso. Woman in Hat and Fur Collar. 1937
Pablo Picasso. Portrait o Artist's Mother. 1896
Pablo Picasso. Portrait of Nusch Eluard. 1937