Still Life: Le Jour:
1929, oil on canvas, 45 1/4 in. x 57 3/4 in. National Gallery of Art, Washington D.C., USA Chester Dale Collection Image © 2007 Board of Trustees, National Gallery of Art, Washington D.C. © 2007 Artists Rights Society (ARS), New York/ADAGP, Paris
In this lesson, students will:
- Analyze Braque’s Still Life: Le Jour and learn about Cubism and how Braque showed objects from multiple viewpoints
- Identify the elements of line, color, shape, texture, and space in the composition
- Describe objects from daily life and compare multiple viewpoints;
- Discuss how repetition of color, shape, and texture helps unify a composition
- Sketch still-life objects from daily life, showing multiple viewpoints
- Create cubist still-life compositions showing single objects from different viewpoints
Lesson Teaching Notes
A document of summary pages on the lesson’s Key Concepts, Discussion Questions, Artist Points, and Project Directions.
Map and Location
Common Core Standards
Reading/Literature Integration of Knowledge and Ideas:
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Text Types and Purposes:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Production and Distribution of Writing:
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Speaking & Listening
Comprehension and Collaboration:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Common Core Math Standards
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Reason with shapes and their attributes.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Materials and Setup
Photos of Setup
Downloads and Resources
Taking you to the Forum...