Teacher: Autumn Carter Grade Level: 9 -12 Date:
Lesson Title: Creating a 3D artowrk using Cubism
Kansas College and Career Ready Standards
Addressed
Cr.1.111 Reflect on, reengage, revise, and refine
works of art or design considering relevant traditional
and contemporary criteria as well as personal artistic
vision.
Cr2.1.111 Experiment, plan, and make multiple
works of art and design that explore a personally
meaningful theme, idea, or concept.
Cr3.1.11 Engage in constructive critique with peers,
then reflect on, reengage, revise, and refine works of
art and design in response to personal artistic vision.
Cr2.1.11 Through experimentation, practice, and
persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.
Key Vocabulary
Cubism
Synthetic Cubism
Salon Cubism
Multiple perspectives
Safety Precautions
Washburn University Department of Education
Unit Goal(s) Students will be able to:
Students will be able to create a 3D artwork
inspired by the ideas and artists of Cubism.
Students will experiment and plan a design that
reflects their understanding of Cubism and the
media of their choice.
Students will reflect, revise, and refine their
design upon peer constructive critiques.
Lesson Objectives/Goals
Identify Bloom’s and/or Depth of Knowledge
Levels
Create – create a three-dimensional artwork that
is inspired by and reflects the ideas and style of
Cubism.
Evaluate – evaluate their artworks based on their
ability to communicate Cubism in a 3D form.
Analyze – analyze artworks using critical
thinking and understanding of Cubism.
Apply
Understand
Remember
Where Does Lesson Fit Within Unit?
List of Resources/Technology
8/8/2019
 Box cutter – sharp and can cut fingers/hand Teacher Students
Adhesive (hot glue) – hot and can burn PowerPoint
Material of choice
There will be other cautions depending on what (cardboard)
Paint
materials the students decide to use for their 3D Adhesive
work. Box cutter

Art Materials for Lesson

Material of choice, adhesive, paint, cutting tools

Introduction (Engage) to the Assignment

Artists Introduced (remember diversity): Topics Covered
Pablo Picasso – Woman with Pears, 1909 Where have we seen Picasso before? Discuss
Georges Braque – Houses at L’Estaque, 1908 Cubism and multiple perspectives.
Juan Gris - The Table, 1914
Robert Delaunay – The Eiffel Tower, 1911 Slideshow with examples from artists of
Fernand Leger – The City, 1919 Cubism.
Preassessment/ Response to Introduction
Ask students if they are familiar with Cubism – Picasso, Braque, Gris? What do they know about Cubism?
What does it look like? Why is it called cubism? Etc., etc., Have students apply this to examples.

Instructional Procedures (Explore/Explain/Expand)

Modules scaffold information so that students can be successful when they reach the main project
Module 1: (Introduce, Describe, Demonstrate, Practice)
1. Presentation introducing Cubism – how it started/who created it.
2. Discuss the ideas behind Cubism – multiple perspective, Cezanne and Matisse, breaking away from
mechanized perspective to explore structural issues, abstraction.
3. Discuss how Cubism changes a picture.
4. Students sketch an object from different perspectives (2 or 3 minutes at each perspective)
Module 2: (Introduce, Describe, Demonstrate, Practice)
1. Presentation about different sub-categories of Cubism – synthetic cubism, salon cubism, bergsonian

Washburn University Department of Education 8/8/2019

 cubism: collage/deconstruction and reconstruction, grand themes, multi-figures, & landscapes
2. Compare and contrast these sub-categories to Cubism done by Picasso, Braque, etc.,
3. Discuss the interlocking planes of Cubism.
4. Students draw an image that focuses on connecting different planes (ex. Jean Metzinger Le Gouter 1911)
Module 2: (Introduce, Describe, Demonstrate, Practice)
1. Presentation about Cubist sculpture.
2. Compare and contrast to Cubism painting and drawing.
3. Discuss how we can translate 2D Cubism into 3D Cubism.
4. Students create a small model of a cubist artwork of their choice.
Project: Create a 3D Cubism artwork

1. Have students gather for demonstration.

 Have sketches prepared – showing different ideas and what would be the most successful to
communicate Cubism (materials, form, etc.)
 Show them your sketch and idea (ex. human bust using cardboard and paint)
 Show them how to cut the carboard, how to create seamless connections, and how to create a
3D form.
 Tell them that once the full bust is created you will paint it to add more dimension and detail.
 Inform them they will need at least 5 ideas that fulfill the requirements of the assignment
sketched out.
2. Ask if there are any questions – dismiss to begin work.
3. Check in with students and provide advice along the way to ensure students are on the right track.
4. Progress critiques so students can reflect and revise their work.
5. Critiques of final project.

Informal or Formal Formative Assessments (Evaluate)

An evaluation of how successful students were at communicating Cubism in a three-dimensional form

using the medium of their choice.
Summative Assessment (Evaluate)

Rubric

Washburn University Department of Education 8/8/2019

 Closure
Have students write a reflection of their work – an artist statement. They will also reflect on their success at
communicating Cubism through their medium choice, noting what worked and what could have been
improved upon.

Differentiation or Modifications/Accommodations
with Content, Process, Products or Learning Environment

Advanced students can take on more complex forms while students who may not be as advanced can
work on better understanding the ideas of Cubism.
SAMR – Provide SAMR Levels
Redefinition- Technology allows for a completely new PowerPoint
task to be done that without technology would be
impossible.

Modification- Tech is part of the task and significantly

modifies the assignment.

Augmentation- Technology is a direct tool

substitute, It is a functional improvement

Substitution- Technology acts as a direct tool

substitute with no functional change
Reflection (Complete After Teaching)

Washburn University Department of Education 8/8/2019

Washburn University Department of Education 8/8/2019