Early Years Picasso Art Project - Cloe Wiebe

Lesson Plan : Picasso Faces

Subject : Art

Grade : 1 – 2

Original lesson plan :

http://www.incredibleart.org/lessons/elem/elem50.html

Exceptionalities:

1 high functioning autistic student (part time EA)

1 high functioning student with a disability (full time EA)

1 student with undiagnosed behavioural problems (no EA)

Overview of Lesson :

-       This lesson will give a brief introduction of one of the world’s most well known artists, Pablo Picasso.

-       Students will be asked to cut out different shapes and colours out of construction paper and create a “picasso styled” self portrait.

Prerequisite Concepts and Skills :

Students need to be able to follow instructions and have the ability to use scissors and glue on their own.

Materials :

-       11” X 18” Construction paper in various colours

-       Crayons

-       Scissors

-       Glue stick

Lesson Activities :

1.    Begin by introducing the students to Picasso. Show some of his paintings, and discuss with the class the peculiarities of his work. Point out his technique, and how his portraits do not look like normal people. Relate his style of painting to that of Mr. Potato Head from Toy Story so the students can find relevance!

2.    Brainstorm as a class the different ways to draw a self portrait. Brainstorm the different ways they could rearrange their faces, using different colours and accessories (eg. Glasses, hats, earrings).

3.    Give students 2 large construction sheets. Instruct them to cut out two face shapes, cut them in half and combine to make a Picasso face bace. Instruct students to cut out many different shapes in different colours to add eyes, nose, lips, ears and other features to the face.

4.    Encourage students to be silly and creative!

Rationale :

-       Due to time constraints, and possible chaos, I would pre cut different base face shapes in different colours and have every student chose their two favourite shapes. That initial step could be the most confusing as they may not cut the faces big enough, producing a much harder craft.

-       So the students are able to visualize the end product, I would construct my own Picasso portrait to show to the students after step 2. I would try and make it resemble myself in order to emphasize the ‘self portrait’ aspect of the activity.

-       I would take the students through the craft step by step, while doing every step with them at the front as well so that no one falls behind.

UDL and DI Adaptations :

The student who has autism, and the student with a disability would be paired at the same table so they can both take advantage of the EA help. The student with a disability would need her shapes and paper cut for her, but she is able to make decisions and delegate how she wants her Picasso face to look. The boy with autism can make his face on his own, however, he would need supervision and encouragement throughout the craft to remain focused.  

Behavioural Management Strategies :

The rest of the class will be in heterogeneous groups as according to their regular seating plan. The boy who struggles with behavioural problems will be with students who will not provide further distraction and may encourage him to focus. Finding the right table groups is difficult, and could take a lot of switching around. “It is important to persevere and give an adaptation time to be effective” (Hutchinson, 33). Pairing him with different students in order to find the most productive seating arrangement is crucial.

Assessment and Evaluation :

-       Students should have been able to finish the project, and be capable of recalling who Pablo Picasso is.

-       Students should feel relatively satisfied with their end product. The activity will have, hopefully, been a fun and enriching craft, as opposed to a frustrating experience.

-       Displaying the faces around the classroom will reinforce confidence by showcasing their efforts.