Cubism Portraits

Lesson Information

• Year Level: 7
• Duration: 50 minutes
• Class Size: 20 students
• Unit: Exploring Art through Picasso
• Lesson Number: 14 of 20
• Title: Cubism and Picasso Portraits
• Subject Area: Visual Arts (The Arts)

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Learning Objectives (WALT)

We Are Learning To:

• Understand the key characteristics and history of Cubism as an art movement.
• Identify and apply Cubist techniques in portrait drawing inspired by Pablo Picasso’s style.
• Experiment with visual conventions to depict multiple perspectives in a single portrait.

Curriculum Links

Aligned with the Western Australian Curriculum (Years 7 & 8 Visual Arts):

• AC9AVA8C02 Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives, and/or meaning.
• AC9AVA8E01 Investigate ways that visual conventions, visual arts processes, and materials are manipulated to represent ideas and perspectives.
• AC9AVA8D01 Experiment with visual conventions and processes to develop skills.

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Success Criteria

Students will be able to:

• Describe Cubism and explain its importance in art history.
• Use Cubist techniques such as fragmentation, geometric shapes, and multiple viewpoints in their portrait drawings.
• Produce a draft Cubist-style portrait that shows experimentation with composition and visual conventions.

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Materials Required

• Sketch paper or drawing pads
• Pencils (HB, 2B) and erasers
• Rulers and compasses for geometric shapes
• Colour pencils or pastels (optional for extensions)
• Examples of Picasso’s Cubist portraits (printed or projected)
• Visual aids with dyslexia-friendly fonts and high contrast for reading

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Lesson Structure

1. Introduction (10 minutes)

Activity: Teacher-led discussion with visual presentation

• Briefly introduce Cubism: its historical context and fundamental principles (geometric fragmentation, multiple perspectives, abstract form).
• Show and analyse examples of Picasso’s portraits, highlighting how ordinary faces are re-imagined through this style.
• Use dyslexia-friendly text with bullet points and clear imagery to ensure accessibility.
• Encourage student questions and guide understanding by posing focused questions such as: “How does Cubism change the way we see a portrait?” “What shapes and lines do you notice?”

Differentiation:

• Visual learners benefit from images and diagrams.
• Verbal explanations support auditory learners.
• Use clear, simple language to support students with language-based difficulties.

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2. Guided Demonstration (10 minutes)

Activity: Step-by-step modelling of Cubist portrait techniques

• Demonstrate how to break the face into geometric shapes (cubes, triangles, rectangles).
• Show how to rearrange facial features using multiple viewpoints (front and profile combined).
• Explain sketching lightly to allow for changes and layering shapes.

Differentiation:

• Allow students who may struggle with fine motor skills or confidence to use pre-drawn templates with geometric shapes to modify.
• Advanced learners may experiment with overlapping transparent shapes or incorporate early colour blocking.

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3. Independent Practice - Drafting Cubist Portraits (20 minutes)

Activity: Students create their own Cubist-style portrait draft

• Prompt students to start with their own facial features or a chosen peer/model, encouraging them to think about how to reconstruct the face using Cubist principles.
• Circulate to provide formative feedback and scaffold technique for those who need it.
• Encourage students to think creatively and not worry about “getting it perfect” on the first try.

Differentiation:

• Allow students to use mirrors or photographs to assist with observation.
• Provide templates or step-by-step cards for students who need extra support.
• Encourage advanced learners to add colour or incorporate collage elements simulating Cubist collage techniques.

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4. Reflection and Extension (8 minutes)

Activity: Group sharing and guided research task

• Invite several students to share their drafts and explain their technique choices and artistic decisions.
• Reflect together on how Cubism challenges traditional portraiture.
• Provide instructions for an extension activity: Research other Cubist artists beyond Picasso (e.g., Georges Braque, Juan Gris) and prepare a short visual or written profile for the next lesson.

Dyslexia-friendly approach:

• Use graphic organisers for research notes.
• Provide clear, bulleted instructions for homework.

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Assessment

• Informal formative assessment based on observation of student engagement and use of Cubist techniques in draft.
• Review students’ drafts against success criteria with feedback focused on effort, understanding of concepts, and experimentation.

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Differentiation Strategies Summary

• Visual and verbal scaffolding during introduction and demonstration.
• Templates and guided step cards for students requiring extra support.
• Opportunities for advanced learners to extend by adding colour or mixed media.
• Clear, dyslexia-friendly text and instructions to support all learners.

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Teacher Reflection (Post-Lesson)

• Note student engagement with Cubist concepts and techniques.
• Reflect on timing and whether additional scaffolding or extension was required.
• Record student feedback and suggestions for improvement to lesson flow or materials for future iterations.

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This lesson plan frames the exploration of Cubism and Picasso’s portraits within the curriculum standards for Year 7, focusing on visual conventions and process experimentation as outlined in the Western Australian Curriculum for Visual Arts. It offers clear learning goals, inclusive strategies, and opportunities for differentiation and enrichment to make art engaging and accessible for diverse Year 7 learners.