TEACHER NOTESGrade Levels: Sixth, Seventh and Eighth Grades
Goals
Students will
have an overview of the history and art of Pablo Picasso with
emphasis on his painting of Guernica. To demonstrate an understanding
of how art is used as a form of protest and propaganda.
Skills
Collect data,
interpret, analyze, investigate, organize, plan, hypothesize, judge,
evaluate, determine, categorize, inquire, report, dramatize
Audio-Visual Materials
Every individual will have different resources available to them. Go on a scavenger hunt and locate the ones you can. World Book and Encarta are great places to get maps. You can print them out on transparencies the show them on your overhead. It is a great way to give the students a point of reference.
Laser discs
I. Background
A. Born in Malaga, Spain on October 25, 1881
B. Father was a teacher in the School of Arts and Crafts in Malaga
C. Very talented at a very young age
"When I was twelve, I drew like Raphael."
D. Rumor was that when Pablo was about thirteen his father came home and saw a still life of his which Pablo had just finished. He gave his son his brushes and paints and did not paint again.
E. At age fourteen entered into the Academy of Fine Arts in Barcelona. Did not last, became restless. Went to study at San Fernando Academy.
II. First trip to Paris
A. Influenced by Toulouse-Lautrec
B. Blue Period
C. Rose Period
III. Turn to Cubism
A. Les Demoiselles D'Avignon
B. "entirely made up of little cubes." Cubism
C. Cubist painter tries to show all the sides of an object at the same time.a. analytic
b. synthetic
IV. Collage
A. Picasso/Braque first to develop this technique of pasting objects onto their paintings
B. Actual collage into painted to look like collage Three Musicians
V. Again a change in style
A. Girl Before a Mirror - Black, swirling outlines, bright colors
B. Sculptures with and with out found objects
C. Ceramics (2,000 pieces in a year)
VI. Guernica
A. The War
B. Purpose, statement
C. Size, composition
VII. Later Years
A. Constantly recycling his own style and creating new ones
B. Exhibition in the Louvre (first showing of an artist still alive)
C. Died in his home on April 8, 1973 at the age of ninety-one
VIII. Influence over many
generations
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To begin the lesson on Picasso's Guernica I show movie clips of protests. Images from the 60s work well because the students recognize them as a form of protest. A great place to look is in the movie Forest Gump.
1. What did you see in the movie clip?
2. Why do people protest?
Divide the students into groups. Each group will be responsible for a specific topic related to Picasso and his painting Guernica.
Have students visit web sites, use books, encyclopedias, etc. to find out about Picasso and Guernica. (Students should use at least three (3) different sited sources.) Have the students make a list of twenty or more items that they think are the most important in their chosen area. The groups will share their information with the class in a visual presentation.
1. Who was Picasso?
2. Why was he so famous?
3. What were his different styles?
4. What is Cubism?
5. Where did the name originate?
6. How did Guernica come to be painted?
7. What does it express?
8. Picasso was known to be "apolitical" what do you think that means?
9. Why do you think he was concerned enough about Guernica the event to create Guernica the painting?
10. How did Picasso's form of peaceful protest create such an impact on the world?
11. Is this form of protest worthwhile, better that protest with force?
Assessment of Understanding
Students will demonstrate
an understanding of Picasso, his painting Guernica and how visual art is used
as a form of protest by successfully completing the Discussion Question Worksheet.
Click here to go view Discussion Question Worksheet. Students will also be evaluated by
Rubrics on their research, presentation and studio projects.
Click here if you need Adobe Acrobat Reader
Life Applications
1. Does the media tend to glorify war? How does this affect us as a society?
2. There are some that say we do not need to involve ourselves, as a nation, in other countries conflicts. Should it be our duty to help the helpless and those who are in need and oppressed? Why or why not?
Studio Project
Click here for an Art Studio Project
Bulletin Board Ideas
Research Picasso's hidden images in Guernica. See how many can be located, display on board.
Sunshine State Standards
For The Visual Arts
Creation and Communication
The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.VA.B.1.3.1. knows how different subjects, themes and symbols
convey meaning or ideas in works of art
VA.B.1.3.3. understands and distinguishes multiple purposes
for creating works of artCultural and Historical Connections
The student understands the visual arts in relation to history and culture.VA.C.1.3.1.understands and uses information from historical
and cultural themes, trends, styles, periods of art, and artists.
VA.C.1.3.2.understands the role of the artist and the function
of art in different periods of time and in different cultures.Aesthetic and Critical Analysis
The student assesses, evaluates, and responds to the characteristics of works of artVA.D.1.3.3.understands how an artist's intent plays a crucial
role in the aesthetic value of an object.
Barker, P.C. (1987). Short lessons in art history. Maine: J. Weston Walch, Publishers.
Gilbert, R. & McCarter, W. (1985). Living with art. New York: Alfred A. Knoph, Publisher.
Hunter, S. & Jacobus, J. (1985). Modern art. New York: Harry T. Abrams.
Microsoft Encarta 98 (1993-1997). [Computer program]. Redmond, WA: Microsoft.
Robinson, W. (1995). Instant art history. New York: Byron Preiss Visual Publishers.
Stassinopoulos Huffington, Arianna. Picasso: Creator and Destroyer.
Thomas, D. (1981). Picasso and his art. Illinois: Book Value International.
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