Art: Charles Demuth

Grade: 3
Essential Question: Who was Charles Demuth and what contributions did he make in art
history?
Standards:
1.3.5.D.1 - Work individually and collaboratively to create two- and three-dimensional
works of art that make cohesive visual statements and that employ the elements of art and
principles of design.
1.3.5.D.2 - Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g..,
cubist, surreal, optic, impressionistic), and experiment with various compositional
approaches influenced by these styles.
1.3.5.D.3 - Identify common and distinctive characteristics of genres of visual artworks
(e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using ageappropriate terminology, and experiment with various compositional approaches
influenced by these genres.
Learning Objectives and Assessments:
Students will be able to analyze the drawing style of Charles Demuth through looking at
his paintings.
Students will be able to express their own ideas of themselves through forming their own
self-portraits.
Materials:
I Saw the Figure 5 in Gold by Charles Demuth
Paper
Crayons, colored pencils, and pencils
Pre-lesson assignments and/or prior knowledge: Students are aware of a self-portrait and what
a typical self-portrait looks like. In addition to this, they have been introduced to painters and
know the many different styles that can be used in art in order to express oneself.
Lesson Beginning: Teacher will assess prior knowledge through a Do Now activity in the front
of the room that shows students a self-portrait. This Do Now activity encourages students to look
at the painting in the front of the room in many different ways, writing down who they think the
portrait is of, who they think drew this self-portrait, and what theyre general opinions of the
portrait are.
Instructional Plan:
Teacher will begin the lesson after assessing students thoughts on the self-portrait.
Teacher will turn the focus of the discussion towards asking students if they can think of

other ways in which self-portraits can be drawn. Do we think this is the only way a selfportrait can be drawn? What are other ways in which you can illustrate a person?
Teacher will move the lesson to the rug in order to provide for a warmer environment in
which they can explore a new painter. A portrait of Charles Demuth will be presented to
the students.
o Charles Demuth will be introduced through a discussion. Teacher will inform
students of his school experiences and life as a painter. Discussion will be open to
questions and comments relating to Charles Demuths life as a painter and what
the students think his accomplishments meant for art history.
Teacher will introduce a new painting by Charles Demuth to the students. I Saw the
Figure 5 in Gold will be presented.
o Teacher will facilitate discussion surrounding the picture and what the students
think it is. What do you see in this painting? Why do you think this painter drew it
in this way? What geometrical designs do you see? What kind of painting do you
think this is?
o Teacher will then tell the story of this painting and how Charles Demuth designed
it as a portrait of his best friend. Features of the painting will be described to the
students and how they relate to the features of Charles Demuths best friend.
On the carpet, students will be given pieces of paper and a clipboard. They will be
instructed to write features of themselves that they think are important and should be
included in a self-portrait of themselves through the style of Charles Demuth.
Once the students are finished writing down features of themselves, they will be
instructed to return to their seats and start a self-portrait to the style of Charles Demuth.

Differentiation:
Teacher will assist those struggling to brainstorm features of themselves that will be
included through close monitoring.
Students will be able to discuss features with each other in order to assist those who may
be struggling.
Teaching the lesson on the carpet in a close setting can allow for those students who may
become distracted to focus solely on the discussion and can help the teacher to monitor
those who are not paying attention.
Closure:
Students will be instructed to stop their self-portraits and share with the group. Students
will first share their self-portrait and features that they chose with their turn-and-talk
partner. Teacher will then facilitate discussion by selecting students to share their portraits
and talk about why they included specific aspects of their painting.