Cubism (1910)

Click here for a sample collection to use with instructor's lecture

Student collection of Cubist art Evaluation:

Uses a minimum of two works (Can not use works seen in teacher collection) to illustrate each of the major themes talked about in the lecture. (The process of abstracting a form, multiple view points, recognizable imagery vs. unrecognizable imagery, social upheavals, photography, technological developments...)

Brief paragraph (in the student’s own words) about each work including artist, date, culture/geographic location, interesting fact(s), attribution information (where the work was found, MIA, WAC, Tweed museum of art, etc.). The student’s opinion of the work. What the student likes, what the student dislikes and why.

Correctly created an art collection, placed images in chronological order, published and turned in the URL to teacher.


Possible questions to be addressed by the social studies teacher:

What was the life of a normal person like? (Cars? Horses? Hot showers? Plumbing? Heating?)
What was happening in the US during the late 1800’s through the early 1900’s?
What was happening in the world during the late 1800’s through the early 1900’s? (WW1)
What technological advances were coming about?
How did technological advances spread?
Myths that were considered “true” or “scientific” at the time?
Socioeconomic factors related to culture, geography, class/status, race, etc.


Essay; Did events in society influence/initiate abstraction in art? Evaluation:

Correct spelling, punctuation and grammar.
Multitude of societal examples cited to support hypothesis
Multitude of Artistic examples cited to support hypothesis
Vivid descriptions of artwork and societal events.
Logical (convincing) conclusion derived from examples above.