Name: Amara Karapas
School: Madison High School
Date/ Time: 11-28-12
Cooperating Teacher: Mrs.
Hooker
Grade: 9-12th
1 week and a half
Subject: Basic Art (movements)
Unit Plan: Painting Styles
Lesson Title/ Topic: Woven
Surreal Cubism
Lesson number: 3

Cubism - 1907 - 1914, France and Surrealism Since 1920s, France
Weaving project using both styles and different mediums
Vocabulary:
Cubism: representation of the 3D form, objects are analyzed broken up and abstractly reassembled,
multiple viewpoints
Surrealism: expression of philosophical, deal with dreams often times, use element of surprise and
unexpected juxtapositions
Mixed Media: using more than one type of art material/ medium in a single work of art
Juxtaposition: opposing art ideas right next to each other to show contrast
Elements and Principles of Art:
Color- differences between schemes in both movements
Movement- repeating shapes or forms within cubism
Texture-paint application, actual or simulated, woven final product
Pattern and unity- Weaving paintings together
Standards/ Benchmarks/ GLCE addressed in this lesson:
High School Visual Arts
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.HS.3
Describe the origins of specific images and ideas and explain why they are of
value in their artwork and in the work of others
ART.II.VA.HS.4
Apply and adapt subjects, creative ideas and symbols and use skills gained to
solve problems in daily life
ART.II.VA.HS.5
Demonstrate an improved ability to integrate organizational structures and
characteristics and principles to accomplish commercial, personal, communal,
or other purposes for art.
Content Standard 3: All students will analyze, describe and evaluate works
of art.
ART.III.VA.HS.3
Describe how expressive features and organizational principles cause
responses
ART.III.VA.HS.2
Identify intensions of artists, explore the implications of various purposes and
justify analyses of purposes in particular works
Content Standard 4: All students will understand, analyze, and describe the arts in their historical,
social, and cultural contexts.
ART.IV.VA.HS.1
reflect on how the subjects, ideas, and symbols of artworks differ visually,
spatially, temporally, and functionally with respect to history and culture.
ART.IV.VA.HS.2
Describe the functions and explore the meanings of specific art objects within
varied cultures, times, and places.
ART.IV.VA.HS.3
Analyze relationships of works of art to one another in terms of history,
aesthetics and culture, justifying conclusions made in analysis and using
conclusions to inform personal artwork.
Students Learning objectives/ outcomes:
 Gain understanding about the Cubist and Surrealist art movements.
 Show contrast using 2 different painting styles and using 2 types of paint
 Overall understanding of painting styles and knowledge of how to successfully combine 2
mediums and 2 different compositions
Anticipatory Set: PowerPoint covering the basics of Cubism and Surrealism movements
Instructional Activities:
- Step 1: Introduce lesson (Anticipatory Set) with PowerPoint
- Step 2- Pass out first paper and pencils for Cubist painting, students to draw basic compositional
sketches
- Step 3- Teacher approves sketch and distributes paint and brushes
- Step 4- Students paint in Cubist style- GUIDED PRACTICE
- Step 5- (quick) Class critique during working process
- Step 6- Repeat steps 2-5 for Surrealist style painting- GUIDED PRACTICE
- Step 7- Demonstrate how to weave pictures together
- Step 8- Students weave their paintings- GUIDED PRACTICE
- Step 9- tape the back sides to secure finished project
- Final self critique and teacher critique for grading
Check for Understanding:
Ask questions, specifics about why used specific colors and painting techniques?
Why did their paintings work together as one? What was similar and what was different about the
paintings?
Before this assignment did you know about Cubism or Surrealism?
Differentiation:
- Abstraction along with scaffolding of painting technique allows for success of all students
- Visual examples especially in PowerPoint representative for ESL or hearing impaired students,
caters to visual learners
- Addition of verbal directions assists auditory learners
- Push gifted students with inspiration and research from a famous Impressionist
Assessment: Informal critiques, discussions and questioning students at beginning and throughout the
painting process to keep students confident and on track. Demonstration of specific technique along
with mixed media and weaving experience
 Evaluation: Rubric, example, handout, paragraph
Conclusion/ Closure: Class follow up discussion reviewing cubism and surrealism
Assessment/ follow up: Teacher grades based on understanding and demonstration of the elements
and principles of this project
List of Materials and Classroom set up needs:
Tempera paint in various colors
Water color paints
Paint containers
Brushes
Large paper
Pencils
Erasers
Projector for video
List of Resources: Wikipedia, michigan.gov