Applying Art Elements

Unit: Exploring Art through Picasso

Lesson 8 of 20

Year Level: 7 Duration: 50 minutes Class size: 20 students Subject: Art (Visual Arts)

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Western Australian Curriculum Alignment

• Content Descriptions:
• Yr 7 Visual Arts: Investigate how visual conventions and elements can be used to communicate ideas, perspectives, and meaning in artworks.
• Yr 7 Visual Arts: Reflect on ways artists use the Elements of Art (line, shape, colour, texture, form, space, value) to express ideas and feelings.
• Achievement Standard: Students understand and apply the Elements of Art to discuss art works, and make informed reflections on how these elements create meaning.

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Learning Intentions (WALT)

We Are Learning To

• Critique selected works by Pablo Picasso using the Elements of Art
• Analyse and discuss how elements like line, shape, and colour create meaning and emotional impact

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Success Criteria

Students will:

• Participate actively in small group and class discussions analysing Picasso’s artworks
• Complete a written reflection using art terminology related to the Elements of Art
• Express personal responses grounded with observed evidence related to the elements

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Resources Needed

• Reproductions of selected Picasso artworks (e.g., "Guernica," "The Weeping Woman," "Les Demoiselles d'Avignon") printed or digital
• Elements of Art reference sheet (dyslexia-friendly font, simple layout)
• Reflection worksheets with guiding questions
• Whiteboard or display for group notes
• Pencils and coloured pencils

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Lesson Breakdown

1. Introduction (10 minutes)

• Engage: Begin with a brief recap of Picasso and previous lessons focusing on his style and innovation.
• Share the WALT and Success Criteria on the board clearly with simple language. Use dyslexia-friendly fonts and spacing.
• Introduce the Elements of Art reminder sheet, highlighting key elements they will focus on today (line, shape, colour, texture).
• Briefly explain how these elements help artists communicate ideas and evoke emotions.

2. Small Group Art Critique (20 minutes)

• Activity: Divide the class into groups of 4-5 students. Assign each group a different Picasso artwork.
• Using the Elements of Art sheet, students discuss in their groups:
• What elements stand out? (e.g., harsh lines, bright colours, geometric shapes)
• How do these elements make them feel? What mood or message might Picasso be conveying?
• Students jot down key points on a shared group poster or worksheet.
• Teacher circulates to prompt discussion, scaffold vocabulary, and provide support for diverse learners.

Differentiation:

• Provide sentence starters for students who need support (e.g., "I notice the...," "The colour makes me feel...").
• For advanced learners, challenge them to connect the elements used to the historical context or Picasso’s Cubist style.
• Encourage all students to use the visual and tactile Elements of Art sheet as a reference.

3. Whole-Class Sharing and Reflection (15 minutes)

• Groups present their analysis/highlights to the class (2–3 minutes per group).
• Facilitate a discussion comparing how different Picasso pieces use elements differently and how that changes meaning or feeling.
• Direct students to individually complete a short reflection exercise:
• Select one artwork viewed today and describe how the elements of art are used to create meaning.
• Use at least three art elements in their description.

Dyslexia-Friendly Strategies:

• Provide the reflection prompt on worksheets with large print, spacing and supported vocabulary.
• Allow verbal reflections recorded by the teacher or peer scribe if preferred.

4. Conclusion and Extension (5 minutes)

• Quick round: Each student shares one element of art they found most interesting in Picasso’s work and why.
• Set an extension challenge:
• Create a quick sketch inspired by Picasso’s use of one Element of Art discussed. Use any medium available.
• Optional: Research another artwork by Picasso or a related Cubist artist and prepare to share one element they notice for the next lesson.

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Assessment and Feedback

• Informal assessment during group discussion to check understanding and use of vocabulary.
• Written reflections reviewed for students’ ability to describe art elements and communicate ideas.
• Teacher feedback to reinforce terms and concepts; positive reinforcement during presentations.

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Differentiation Summary

Learner Needs	Strategies
Dyslexia / Reading Difficulties	Dyslexia-friendly worksheets, verbal response options, visual aids, chunked instructions
English as an Additional Language (EAL)	Visual support vocabulary cards, simplified language, peer support
Advanced / High Achieving Students	Connection to art history, deeper analysis of historical/social context, extension sketching
Diverse Learners	Small flexible group discussions, use of drawing and verbal communication, scaffolding provided

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This lesson plan supports a diverse Year 7 class in exploring Picasso’s works thoughtfully by applying the Elements of Art. It adheres to the Western Australian Curriculum standards for Visual Arts, with a strong emphasis on critique skills, reflective art analysis, and differentiated learning to promote engagement and success for all students. Teachers are encouraged to adapt the small group tasks and reflection exercises to the needs and strengths of their class for maximal impact.