Cubist Portrait Drawings

Year Level

Year 7

Duration

50 minutes

Class Size

20 students

Unit Context

This is lesson 15 of 20 in the unit "Exploring Art through Picasso". Students have previously explored cubism concepts and styles and begun drafting portraits in cubist style. This lesson allows them to transfer and refine their cubist portrait drafts onto A3 black paper.

Western Australian Curriculum Alignment

Learning Area: The Arts – Visual Arts Year Level: 7 Content Descriptions:

AC9AVA8D01 – Experiment with visual conventions, visual arts processes and materials to develop skills.
AC9AVA8C02 – Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning.
AC9AVA8D02 – Reflect on ways that they and other artists respond to influences to inform choices they make in visual arts practice.

General Capabilities:

Literacy (reading instructions and artist references)
Critical and Creative Thinking (experimenting and problem-solving through art)
Personal and Social Capability (working independently and respectfully in the classroom)

Learning Objectives (WALT)

We Are Learning To explore different styles in our work by applying Cubist techniques to create a distinctive portrait.
We Are Learning To transfer and refine draft portraits to a final artwork surface using learnt visual arts processes.
We Are Learning To use resources and feedback to improve the clarity and impact of our work.

Success Criteria

Complete a detailed draft of a Cubist-style portrait before transferring.
Successfully transfer the draft portrait onto A3 black paper using drawing techniques.
Experiment with visual conventions specific to Cubism (fragmentation, multiple perspectives, geometric shapes).
Demonstrate persistence and independence or seek support when needed.

Materials Needed

A3 black paper (one per student)
Pencils (various hardnesses)
Erasers
Rulers and geometric stencils
White or coloured chalk/pastels (optional for highlights)
Portrait draft sketches from previous lessons
Visual reference images of Picasso’s Cubist portraits displayed in class
Clipboard or drawing boards (optional for ease of drawing)

Lesson Breakdown

1. Introduction & Recap (8 mins)

Begin with a brief recap discussion referencing Picasso’s Cubist portraits, highlighting use of fragmented shapes, multiple viewpoints, and abstract forms.
Show visual examples of Cubist portraits to reinforce style characteristics.
Discuss the importance of transferring a draft carefully to final artwork to maintain precision and style.
Reiterate WALT and success criteria.

Dyslexia-friendly note: Provide printed step-by-step visual instructions and keywords in large font. Use verbal cues alongside written instructions.

2. Portrait Draft Review and Preparation (7 mins)

Students review their portrait drafts created in the previous lesson.
Give one-on-one support to students who need help refining or clarifying composition choices.
Guide students in planning how to transfer their drafts onto the A3 black paper, suggesting use of light pencil lines initially.

Differentiation: Provide tracing paper for students struggling with freehand transfer; allow use of grids to maintain proportion accuracy.

3. Transferring Draft to A3 Black Paper (25 mins)

Students carefully transfer their cubist portraits onto the black paper using pencils. Encourage the use of:
Geometric shapes to reconstruct facial features.
Multiple perspectives combined in one image.
Encourage the use of positive and negative space and varying line weights to echo Cubist style.
Circulate to support students requiring individual assistance.
Encourage students to experiment subtly with white or coloured chalk/pastels for highlights or emphasis, if time permits.

4. Peer Reflection and Self-Assessment (5 mins)

Students pair up to briefly share their work-in-progress and give positive feedback based on the success criteria.
Prompt with questions such as “How did you use Cubist styles in your work?” and “What challenges did you overcome while transferring your draft?”
Students self-assess what they feel they've achieved and what they aim to improve for the next lesson.

5. Clean Up and Summary (5 mins)

Organise materials and workspaces.
Teacher closes the lesson by reinforcing how experimenting with styles helps build unique artistic voices.
Preview next lesson activities linking to exploring colour and painting applications in Cubism.

Differentiation Strategies

For students needing support:
Use tracing paper to transfer drafts to final paper.
Scaffolded step-by-step visual instructions.
Provide geometric shapes stencils for accurate composition.
Verbal prompts and encouragement.
For advanced learners:
Encourage them to experiment further with combining more viewpoints or mixing mixed media on black paper (ink, collage elements).
Challenge them to annotate their work with notes explaining their style choices.
Suggest researching other Cubist artists and incorporating new ideas into their portraits.

Extension Activity

Students who finish early can research and prepare a short presentation or visual poster on Picasso’s Cubist period or other Cubist artists (Braque, Gris).
They may also experiment by creating a small Cubist collage from coloured paper scraps on a separate sheet, practising composition and abstraction.

Assessment

Formative assessment during the lesson will focus on:

Observation of students’ transfer technique and engagement with Cubist conventions.
Review of completed drafts and transferred portraits for alignment with success criteria.
Feedback from peer reflection session.
Teacher notes on student independence, skill development, and creative problem-solving.

This lesson plan is designed to build confidence and skill in applying Cubism concepts while accommodating a diversity of learners, using scaffolds and enrichment to meet varied needs, consistent with the Western Australian Curriculum for Visual Arts Year 7.

Teaching Instructions