# Picasso and Cubism

By King, David L. | School Arts, April 1992 | Go to article overview

# Picasso and Cubism

King, David L., School Arts

My first experience in introducing Picasso to my elementary students at Graham Elementary School in South Central Los Angeles was with an intersession class of students from grades one through four.

My introductory lesson was on geometric shapes and forms (square, triangle, circle and rectangle) and I introduced vocabulary terms such as perpendicular, parallel, equilateral and parallelogram. Students in the lower grades worked with simple shapes, while the older students ventured into three-dimensional forms such as cubes, prisms, spheres and other imaginative shapes. An assortment of these were illustrated on the board while students recreated them on paper. The assignment was to create a composition using the various shapes, forms and block letters.

After the introductory assignment was completed, a lesson on Cubism was presented and biographical information about Picasso was shared. I explained Picasso's 'Blue Period' and selected three or four students who were wearing predominantly blue colors and asked them to come up to the front and look sad or depressed. I related this pantomime to examples of paintings from Picasso's 'Blue Period'. Next I selected students who were dressed in pinks and reds to come up and strike more joyful poses to simulate Picasso's 'Rose Period'.

This was also followed by showing examples of work from this period.

Before beginning the next assignment, I cut enough squares, triangles, rectangles, circles and other shapes from colored paper and newspapers so that each student would have several of each. With these cutouts, I introduced the final Picasso experience. The students were to arrange the shapes as they desired and add drawing with pencils, felt-tip pens, or crayons to complete their Cubist experience.

When their compositions were complete, the students wrote paragraphs about Picasso and Cubism and then wrote about their own compositions.

The lesson plan for this correlated math, art history, art and writing lesson is as follows.

1. Overall Content Objective

a. Geometry. Students are able to identify basic geometric shapes and forms including squares, triangles, circles, rectangles, parallelograms, cubes, prisms and spheres.

• Questia's entire collection
• Automatic bibliography creation
• More helpful research tools like notes, citations, and highlights

If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Highlights (0)
Some of your highlights are legacy items.
Citations (0)
Some of your citations are legacy items.
Notes (0)
Bookmarks (0)

Project items include:
• Saved book/article
• Highlights
• Quotes/citations
• Notes
• Bookmarks
Notes

#### Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

#### Cited article

Picasso and Cubism
Settings

Typeface
Text size
Search within

Look up

#### Look up a word

• Dictionary
• Thesaurus
Please submit a word or phrase above.

Why can't I print more than one page at a time?

Full screen

## Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

## Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

## Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.