1. 7th Grade Picasso Portrait Value Study line, shape, value Objective The student will understand how different materials create different line qualities. The student will listen to and follow several verbal instructions which guide them in creating different line qualities. Materials –2 sheets newsprint –to do practice sketch - ideas –to lean shading hand on to prevent smudging –9x12 white drawing paper –pencils 6H, 2H, HB, 6B –erasers –Q-TIPS, smudgers, paper towel Class Periods - 2 Pre-class Prep: print copies of slide 17 - enough for your class (4 rows of squares) make sure pencils are sharpened Set Up: day 1 –set out pencils, paper –WATCH THIS VIDEO TO UNDERSTAND STEPS –http://www.slide.com/r/fyDr8ddT5j9TqRG_SxPDK0O7t3DHrG7p?map=2&cy=bbhttp://www.slide.com/r/fyDr8ddT5j9TqRG_SxPDK0O7t3DHrG7p?map=2&cy=bb Make sure the students put their name and date on every project!

2. Discuss with students before the lesson - PENCILS (slide 21) We are using several different grades of pencils. The common #2, or HB grade pencil in the middle of the range, is considered to be the preferred grade for general purpose writing. On the pencil, the letter "H" to indicate a hard pencil. The letter "B" designates the blackness of the pencil's mark, indicating a softer lead. Harder pencils are most often used for drafting purposes like architecture and engineering. The higher the number the harder the writing core and the lighter the mark left on the paper. Softer grades are usually preferred by artists.

3. Step 1 - VALUE SCALE (slide 6) Using a copy of slide 17, students will create a value scale using the techniques of shading, hatching, cross hatching and scumbling. In each row, make the first box as dark as you can and make each box subsequently lighter. ***Keep the last box white. FIRST ROW - Shading Start lightly and add more. DON’T USE PRESSURE INITIALLY. Use blending tools. Q-tips, smudgers, paper towel can also come in handy for blending and picking up some graphite from a heavy area and using it to shade as well. SECOND ROW - Hatching This is simply a sequence of lines moving in the same direction. Like this //////. You can achieve lighter or deeper values based on the heaviness of your lines and the spacing between them. For a lighter value, use lighter lines space further apart. For deeper values, use heavier lines spaced closer together. THIRD ROW - Cross hatching Very similar to hatching except you use lines that cross each other like this XXXXX. The more layers of lines going in different directions, the deeper the value will appear. The tip for hatching applies here as well with pressure and spacing. LAST ROW - scumbling This is where you get to have fun and use any kind of lines you want, just make sure they get lighter as you go. The more pressure you use and the less white space you leave will result in deeper values and vice-versa. This acts as a good warm up for the final part of this project. Procedure (print this to teach with)

4. Step 2 - SYMMETRY AND ASYMMETRY (slides 7-8.) Slides 9, 10 Show students slides of Picasso’s work. Talk about Picasso’s portraits of people and how abstract (weird, twisted, crazy), asymmetrical (one eye high, one eye low, etc) Slides 11, 12 Cubism - often created viewpoints from different planes to be viewed all at the same time. In Cubism the subject matter is broken up, analyzed, and reassembled in an abstracted form. Can you see the different forms in these paintings? (See vocab words) Talk about different ways to draw a nose. Use the chalkboard and go crazy! Draw a silly face with asymmetrical eyes an angular nose etc. Divide the face or hair into geometric odd shapes. The kids shouldn’t copy Picasso or even copy you, they should come up with their own drawing. Don’t use the term “be creative.” This can cause them to freeze up. Tell them to do something only they would come up with. Step 3 On newsprint paper, practice sketching their abstract face. If students are confused about drawing their own free form abstract face, they can create an abstract face by using simple overlapping shapes such as squares, triangles and circles. Look at slide 13 for ideas. Encourage students to draw their face large by using of the entire sheet of practice paper. Walk them through the steps (on next slide) for both practice and final work.subjectanalyzedabstractedform

5. Step 4 (slide 14) We are creating a view of a profile and a full face. Two points of view to be seen simultaneously. 1. Using an HB pencil, draw a large oval shape. It should take up most of the paper. 2. Draw curves down the middle of the oval to create a profile. There should be a forehead, nose, lips, and chin. Look at someone near you for reference. 3. Draw in eyes. Any shape they want because this is an abstract project. To get a more realistic shape, start by making a "rainbow curve" on the top under it, to make a "happy face smile" 4. (Slide 15) Find the lips and draw a sideways "V" to define the edge of the mouth. You choose size. Repeat on the other side. 5. Add eyebrows, ears, hair, and a small "C", normally or backwards depending on which direction the profile nose points. 6. Now have them think of 2-3 shapes. Figure 8's and stars are used in the example on slide 16. Draw these shapes right over the face. Make the shapes very large. The shapes should overlap each other. Later, they can use the sharpies to go over the pencil lines they like, avoiding any they didn't like. When they are done they can erase any lines they don't like and it won't affect the darkened lines.

6. 7. Using the techniques used to create the value scales, shade in each space that has been made from the overlapping lines. No two same values can touch each other. So no two white or black or gray shapes can touch each other except at the corners. Encourage kids to put contrasting values next to each other to create more interest and drama. They can use any type of shading technique in this step. What matters is the value. They can use the Q-Tips for blending.

8. symmetry - in drawing, is a balanced arrangement of lines and shapes, on opposite sides of an often-imaginary centerline (the line of symmetry) asymmetry - one side does not reflect the other side

11. Portraits of women painted by Picasso in his lifetime. In Cubism, different planes can be viewed all at the same time. You can see both a profile (side view) and a front view.

12. Three Musicians

13. Carafe, Jug, and Fruit Bowl, Pablo Picasso Violin and Palette, Georges BraquePablo Picasso Can you find the objects?

16. realistic eye shape

18. About Picasso Picasso lived in Spain, he spoke Spanish and his first words were “piz, piz” – a shortening of the Spanish word for pencil. Picasso’s father was also an artist. When Picasso was 13, his father found him painting over one of his sketches and realized the young Picasso would be a better painter than himself. He co-founded Cubism and produced a monumental 20,000 artworks during his 70-year career.

19. vocabulary symmetry - in drawing is a balanced arrangement of lines and shapes, on opposite sides of an often-imaginary centerline. asymmetry - the opposite of symmetry, when one side does not reflect the other side Shape - the outward outline of a form. Basic geometric shapes include circles, squares and triangles. abstract - not realistic but expressive, imaginative or creative way to show the essence of something cubism - subject matter is broken up, studied and reassembled in an abstracted, geometric form Shading - the various shades of gray (values) in a drawing that make drawings look three- dimensional. Tone - a quality of a color coming from it’s saturation. Value - the different shades of gray created by various means, such as when you draw by varying both the density of the shading lines, and the pressure used in holding your pencils.