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Picasso Peace Flowers - Grade 1

Kate Toensmeyer Mason Early Childhood Center


2 Class Periods 40 minutes each

Planning:

Central Focus

Objectives

Students will develop works of art inspired by Pablo Picassos Bouquet


of Peace, collaborating with classmates to create their work.
-Students will relate Pablo Picassos Bouquet of Peace to its historical
context.
-Students will collaborate with classmates to complete a work of art
inspired by Pablo Picassos Bouquet of Peace.
I can:

Student-Friendly
Language/

-Talk about Pablo Picasso.


- Collaborate with others to create art.

I can Statements

Ohio Academic
Content Standards

3PE Examine one or more cultural and historical artworks and respond
to the visual, expressive features in the work.
1PR Demonstrate beginning skill and craftsmanship in the use of art
materials and tools.
2RE Revise works of art to a level of personal satisfaction.
-Pablo Picasso Bouquet of Peace Prezi

Materials

- Tag board (1 sheet per student)


- Pencils
- Large erasers
- Black Sharpie marker
- Tempera paint (assorted colors)
- Green markers
- Green crayons

Pre-requisites of the
Lesson

Students will briefly discuss Picassos use of line. This short lesson
introduces a longer lesson sequence about Pablo Picasso, where
students further explore shapes, lines, and overlapping.

New Key
Vocabulary

Collaboration: Working together. Artists can collaborate to create their


work.
Bouquet of Peace: Pablo Picassos famous art print designed to
promote world peace. It shows someone handing flowers to another
person.
Overlap: To partly cover over another object. In this artwork, our hands
will overlap the stems and leaves of our flowers.

Potential Student
Misunderstandings

When teaching any new concept, technique, or term, I continually


question students to target potential misunderstandings. I repeat all
new terms at least three times in three different ways, so students with
multiple learning styles, experiences, and vocabularies may
understand. With English language learners and struggling readers, I
repeat these concepts while providing direct instruction.

Differentiation and
Learning Supports

Gifted: Ask how students might use their art to spread peace, just like
Picasso. (i.e. What might you do with this artwork when you are
finished? Who could you give it to? Why?) Ask students to describe
how they created their art today.
English-Language Learners: Repeat and clarify instruction in multiple
ways; question students throughout instruction to monitor
understanding; provide visual demonstrations; priority seating near
instruction and students with high language development and literacy
skills; frequent check-ins
Learning Disability: Repeat and clarify instruction in multiple ways;
priority seating; direct instruction; frequent check-ins

Instructional Delivery
Learning Activity

Day 1
Part 1 Class Discussion
Read the daily message.
Call on a student holding two thumbs up to read the daily message. Repeat the days question:
Our art reader today asked us what see in this picture. What do you think this picture shows?
Ask students to turn to a partner to share what they see in the new picture (Pablo Picassos
Bouquet of Peace.) Invite a few students to share their ideas with the class.
Emphasize that this picture shows someone giving flowers to another person. Ask students, To
whom might you give flowers? Why would you give someone flowers?
Explain that Pablo Picasso made his Bouquet of Peace, because he wanted there to be peace
in the world. Add that Pablo wanted two different people's hands holding the bouquet, because
he thought it was very important to work together. Another word for working together is to
collaborate. Have the class repeat, Collaborate. Explain that we are going to collaborate on
our artwork today, as well, in order to create Peace Flowers just like Pablo Picasso.
Articulate central focus of lesson Say, Pablo Picasso made his Bouquet of Peace,
because he wanted there to be peace in the world. He wanted to show two people's hands
holding the bouquet, because he thought it was very important to work together. Another word
for working together is to collaborate. We are going to collaborate on our artwork today, as
well.

Part 2 Drawing our Hands


Instruct students to return to their chairs and write their names and teacher letters on the back
of their papers. Then they need to place their hands in their laps.
Direct students to turn their paper tall-ways. Ask students, What is another word for tall-ways?
(Vertical)
Demonstrate tracing around my own hand. Each student will first trace around his or her hand
to make the first half of the drawing.
Assign each student a partner. Explain that they will work together with their partners to trace a
hand that looks like Picassos drawing.
Demonstrate tracing around another persons hand. They need to hold their hand flat against
the table, with their arms held downward.
After students trace a partners hand, they need to clean up their jagged lines.
Demonstrate tracing over the pencil lines with a Sharpie marker, adding fingernails, and erasing

pencil lines. Instruct students to do the same. Remind students to sit quietly with their hands in
their laps when they are finished.
Ask the class if Picassos hands look like real life hands. No! They are just made up of lines.
Explain that Pablo Picasso often made simple drawings based on lines and shapes. Pablo
Picasso was a master at using shapes, which we will explore in our next project.
After students hand in their papers and return supplies, they may stand in line to wait for their
classroom teacher. Review the days vocabulary (Pablo Picasso, Bouquet of Peace,
collaboration.)
Day 2
Part 1 - Class Discussion
Call on a student holding two thumbs up to read the daily message. Repeat the days question:
What do you remember about this artwork?

Part 2 Drawing our Stems


Demonstrate drawing stems, leaves, and greens. Emphasize that the hand drawing overlaps,
or lays over, the stems. Draw stems before painting the flowers, so as to not smudge the paint.
Students must draw at least five stems to complete five flowers.
Part 3 - Painting our Flowers
Explain that we are also going to work together to create our flowers. Ask students to name
another word for working together (collaboration.)
Demonstrate dipping your finger in a color. Each student may choose one color to place on their
index finger. For the remaining colors, students must ask their classmates to help them create
each flower. Explain, You may want some blue flower petals, but you may only have orange
paint. However, another classmate may have blue paint. Youll need to find a friend with blue
paint and ask them to help create your flower. Each row of nine students will work together so
all students are included.
Demonstrate how students would ask their classmates to create a flower petal.
Demonstrate how to create different flowers with fingerprints.

Part 4 Clean-up and Closure


Direct students to return all supplies to their supply bin, push in their chairs, put their work on
the drying rack and then wash the paint off of their hands. When they have successfully cleaned
up, they may wait in line. Review vocabulary about Pablo Picassos Bouquet of Peace. Ask

students what they might do with their finished artworks. Who might you share this artwork
with? How would you tell them you made this piece of art?

Modeling

Extension Opportunities for


further, self-guided learning

Demonstrate tracing hands, printing flowers, and drawing


stems. Repeat and rephrase directions. Use repeated
questioning to keep students engaged in my thought process.
(i.e. Could I draw a stem right through my hand? No! My
hands need to overlap, or lay over, my stems.)
During our closing time or while students work, ask students
what they might do with their finished artworks. With whom
might you share this artwork? How did you make it?

Assessment
Evaluative Criteria:

Performance Tasks:

1. Students traced a partners hand with pencil


and then went over their drawing with Sharpie
1. Tracing a partners hand with pencil and
marker. The work is careful and shows that
students cleaned up any jagged or misplaced Sharpie
tracing lines.
2. Collaborating with classmates to create
2. Students worked together to create at least 5 fingerprint flowers
different fingerprint flowers.

3. Drawing stems, leaves, and greens

3. Students drew stems, leaves, and greens to


4. Discussing artistic collaboration
complete their flowers. Their hand drawings
overlap the stems.
5. Discussing Pablo Picassos Bouquet of Peace
4. Students can verbally define collaboration as
working together and explain how they
collaborated on their art today.
5. Students can name the artwork and artist they
learned about in the lesson sequence
(Bouquet of Peace and Pablo Picasso.)