Carmen Cortés Melero (English), Vicente Escudero Martinez (Electronics) and Rosa Fernández Alba (Visual Arts)



Unit title


Driving question

If you were a cubist artist, how would you design your own room?

Course & grade level: 4th ESO

Approximate duration: 6 weeks - 3rd term

Central Question/Problem

Students are supposed to be millionaire cubists who are going to create their bedrooms. Ss will learn about Cubism, Picasso, and other artists to set the basis on the topic. They will be able to design their own rooms so as to create a 3D model.

Project summary and background

At first, students will work individually, afterwards they will be put into teams of three or four - integrating ideas in one group - and students will have to sketch, draw, come to an agreement with the final product: a 3D model first worked on with 3D software and 3D printed. Final product would be a small object scale of the ideal room through the cubist artist view to which teams will incorporate electric and electronic facilities (lights blinking, bells, alarms, lamps, sockets, etc).

English background

Students should be familiar with vocabulary related to the house (refresh their previous knowledge). Students should be able to describe images expressing their opinions and discuss their own ideas to reach agreement.


Visual Arts background

Students have worked with 2D cubism on portraits (Arts) and with orthographic views of parts (Technical drawing) in previous terms.

CAM05519.jpg diedrico.jpg

Technology background

Students should be familiar with:

  • Basic electrical and electronic circuits and their typical components
  • IT (hardware -peripherals- & software -design and simulating-)

Content and Language Objectives

English Language

Students will be able to:

  • Understand general and specific meaning from Art texts and interviews about known topics.
  • Communicate with other people, so they can answer immediately.
  • Participate in debates about daily issues and interesting for them, showing respect.
  • Use of communication strategies such as turn to speak, change of matter, etc.
  • Do a presentation to exhibit their work.
  • Obtain information from different resources (printed, digital or multimedia) to carry out concrete tasks.
  • Recognise relevant authors from foreign cultures.
  • Write diverse texts using accurate vocabulary and grammar, cohesion and coherence interrelating their ideas.

Vocabulary needed:

Picasso's Blue period - Rose period - Collage - Cubism - Analytical/Synthetic Cubism - Diversity - overlapping pattern - balance - rhythm - collage - realism - figurativism - abstraction - etc

Structure - pillar - column - ceiling - roof - cable - wire - gadget - socket - alarm - bell - part - assembly - to assemble - device - battery - lamp - switch - etc

Visual Arts

Students will be able to:

  • Expand their recognition of the elements and principles of design to include advanced and subtle concepts like form, volume, space, balance, rhythm, etc. Students will identify what makes something look 3D in examples of art and understand new representational systems.
  • Recognize Realism, Figurativism and move into Abstraction in actual and past works of arts.
  • Research the life and work of Cubist artists and speculate about his or her artistic intention in a given work.
  • Talk about several 20th century artists and show examples of their artworks. Recognize and name certain artists by looking at the style of their work.
  • Evidence understanding the historical and cultural contexts of works of art.
  • Explain the reasoning behind their own artistic choices and those of other classmates and artists.
  • Explain the significance and value of Art and Design in their lives.
  • Use vocabulary related to drawing and painting tools, techniques and Art Movements while reflecting about their learning on student’s blog. .


Students will be able to:

  • Use Software CAD[1] and CAM[2] for basic purposes addressed to 3D printing.
  • Apply the general 3D modeling principles throughout non-professional software as tinkercad or sketchUp.
  • Be familiar with the use of 3D printing and its main highlighted features, including: Technical specs, categories, main components, 3D consumables (materials, colors or length), file formats and others.
  • Decide the right relationships between 3D Software & Hardware used in terms of compatibility issues and Exchange of files among the elements involved.  
  • Check the main parts of a 3D printer out and describe how to create your own 3D printer (DIY[3]).
  • Explore the possibilities offered by the software and hardware selected during all steps considered: from the artistic idea to the final (real) product.
  • Design, simulate and implement, if it is needed, the electrical/electronic circuit included in the project (lamp, switch, buzzer, fan, light sensor or others).
  • Discuss, make agreements and decide the final design to work with.
  • Organize and collaborate with the teammates in order to generate the proper technical documentation (format, tools -Ex. google technology-, contents and temporary distribution).


Summary of activities/ assessments



Throughout unit-task. Create an online portfolio, teaching ss how to narrate their progress and achievements including texts, images, videos, podcasts... Offer 3-4 web tools (Kidblog, Google Sites "Googlios", Evernote and Three Ring)  letting them try and decide which one they feel more comfortable with.


Task 1. Read through some texts on Cubism, getting to know its history, main authors and the key vocabulary. 

Formative assessment: quizlet; competition creating their own questions to exchange them with their peers. Portfolio

Task 2. Listen to and work on 1-3 songs about Picasso. Analyze the lyrics and revise vocabulary from Task 1.

Formative assessment: exit ticket

Task 3. Look for cubist pictures from authors studied at class previously. Describe them giving their personal viewpoint and opinion.

Formative assessment: peers warm and cool feedback. Portfolio

Task 4. Watch scenes from the movie ‘Midnight in Paris’ in which Picasso’s character appears. Approach to the process of creation painting cubist portraits. “Gallery walk”

Formative assessment: peers post-its on the walls identifying concepts, giving feedback. Portfolio

Task 5. Watch the documentary/movie and debate afterwards

Traditionally, Art historians have supposed that Cubism represented a way of seeing our world from multiple viewpoints simultaneously, but now we have strong evidence that Braque and Picasso were influenced by the invention of motion pictures.

Picasso and Braque go to the movies - Produced by Martin Scorsese and Robert Greenhut and directed by Arne Glimcher.

Cubism as Film Adaptation

Formative assessment: questions to check ss understanding. Portfolio

Task 6. Visit a museum (Reina Sofía, Thyssen-Bornemisza, Contemporary Art) in order to see works in a real scale and even to experiment by playing with materials (if possible attend a workshop). They can also get ideas for their project.

Visual Arts

The cubists wanted to show the whole structure of objects in their paintings without using techniques such as perspective or graded shading to make them look realistic. They wanted to show things as they really are – not just to show what they look like. They did this by:

  • Emphasizing the flatness of the picture surface by breaking objects down into geometric shapes.
  • Depicting objects from lots of different angles. In this way they could suggest the three-dimensional quality of objects without making them look realistic.

Guess which one is Analytical and which one is Synthetic Cubism

Do not know the answer?

Research: Analytical and Synthetic Cubism


Find what Synthetic Cubism and Analytical Cubism are.

Task 1. Upload images onto the virtual board on Linoit and classify them into Analytical or Synthetic Cubism.



  1. What objects Cubist paintings do frequently show? Show evidence with your Post-It® IT notes. (A: letters, musical instruments, bottles, pitchers, glasses, newspapers, still lifes, and the human face and figure).
  2. Does Cubist style emphasize the flat, two-dimensional surface of the picture or the traditional techniques of perspective, foreshortening, modeling, and chiaroscuro and refuting time-honoured theories of art as the imitation of nature? Show evidence with your Post-It® IT notes. (A: flat and  2D)

Formative assessment: - includes teacher and peer review

Use Post-It® IT notes to give feedback to your classmates (2 warm feedback and 1 cool feedback).

Understanding Analytical Cubism

Students will do a close examination and analysis of the model in order to translate it into flat geometric shapes, angles and lines.

Warm up


Questions: (Teacher asks the whole class)

  1. What will you consider positive space and negative space?
  2. How do negative and positive space juxtapose?

Task 2. Analytical Cubism. Traditional techniques

Students will transform their self-portrait photo into analytical cubism.


Homework: Using Fotobabble, Blabberize, Tellagami app, or others you already know, make your self-portrait talk! and explain how positive and negative space have been used.

Understanding Synthetic Cubism

Observing a model (still-life or animal or even two student models that move according to teacher prompts) from different points in space and time “simultaneously” (multiple or mobile perspective), students will create several successive appearances, which fused into a single image, reconstituting time a 3D space.

The essential is the understanding of space other than by the classical method of perspective; an understanding that would include and integrate the fourth dimension with 3-space.

Picasso, Braque and later, David Hockney worked synthetic cubism.

Task 3. Synthetic Cubism. Traditional techniques.

Note that the model has to be drawn from different distances and from different views all within the same space.


Questions: (Teacher asks about their own drawings while students are working)

  1. What happens when you change the size or scale when you change position?  
  2. For those that have been drawing large: What happens when you add small detail?
  3. For those that draw small: What happens when you make the next part very much larger?
  4. How does it seem to move in and out in from your paper?

Formative assessment: - includes teacher and peer review

After a few moves, invite students to slowly walk around to see how other students have worked at the problem.  Affirm a diversity of approaches. Ask them a series of open questions to make them aware of motion and time on other students’ arworks. This questions could be prepared beforehand (backpacked questions) with Post-It® notes to be answered by students and stuck on the back of their artworks.

  1. How do the drawings suggest motion?
  2. Does anything in the drawings look farther away or closer to you? How does this happen?
  3. What things are repeated with variation?
  4. Can you see things about the drawings that move you into the drawing or away from the drawing?
  5. Do you see the effects of size change, of repetition, of gradation, and so on?

When most of them appear to be nearly complete, or when the first to finish feel they are done, have them all stop and form groups of three. Prohibit destructive responses. Encourage the use of questions that analyze and speculate and help their classmates to improve their artworks.

Using six eyes instead of two, ask them to look at each other's work and tell them what parts of their pictures they notice first and why.  What parts are showing most emphasis and what parts show the least emphasis.  Encourage every student to participate, to form questions, to describe what is noticed, to analyze, and to speculate.

Ask them to discuss time and motion in the works.

They are not to use judgmental terms like good or bad, just say what they see that shows the most and try to give some reasons and explanations.

Then, continue with the artworks.

Task 3 based on:

Marvin Bartel. "Creating Cubism from Scratch." Goshen College, 2010. Web. 13 July 2016. <>.

David Hockney is a contemporary British artist who has played with these concepts by using photography to make many pictures of the same thing and putting them all together in a composition that gives what he feels is a much more realistic impression of how we perceive the world.  He likens the typical camera's photograph to the view of one eyed single impression Cyclops.  He claims that as humans we really see the world by mentally composing reality from many visual impressions of a subject or scene.  Which is realism?

Task 4. Synthetic Cubism. IT I

Students will choose a Panoramic App (or just with their camera) and take photos of their own portraits in order to do a “cubist” collage.


Task 5. Understanding Synthetic Cubism. IT II

Students will choose a Panoramic App (or just with their camera) and take photos of their own bedrooms in order to do a “cubist” collage.


Task 6. Optical illusion: 3D impossible objects and Escher

Students teams will research again on Pinterest (teacher’s resources) images that remind them of Cubism (any style) and create their own Padlet board with the image and answering the questions.


  1. Is the image realistic, figurative or abstract?
  2. What does it reminds you of Cubism?
  3. Which Cubism Style will you classify this image in?  

Formative assessment: - includes teacher and peer review

IT padlet notes to give feedback to your classmates (2 warm feedback and 1 cool feedback).

Task 7. 3D Cubist room sketches and final product design

Think out of the box!

Students will form groups of 3/4 students and create sketches of an utopic bedroom in a Cubism Style. Free technique for final team artwork.



Formative assessment: - includes teacher and peer review

After a few sketches have been done, students will take photographs and upload them onto a new collaborative digital board on app to give a receive feedback from classmates.

Teacher asks them a series of open questions to make them make deep connections between Cubism and geometry, motion and time and gives feedback.

Students continue with their production taken into account feedbacks.

Task 8. Review concepts, contents and skills with Quizlet

Students create their own flashcards with language and contents in Quizlet app. Students will be able to study, review pronunciation, play games and even do self-evaluation with tests.

Visual Arts Sumative Assessment (substitutes a final project exam):


Visual Arts Calendar:



Students first choose individually how their ideal 3D room is, based on cubism principles, and then start discussing the main features of their first common 3D model of it. They also plan the best way to apply a simple electrical/electronic circuit to the project giving more realism upon the final product.

Secondly, they design a 3D model, in a suitable scale, covering their personal preferences.

Lastly, they obtain, by printing or, alternatively, putting together hand-made pieces created by peers, the physical representation of the room in which they will include the rest of elements considered: electrical/electronic circuit and decorate it properly based on their final design (it could vary during the PBL).

During all this process, they cooperate side by side and will add all information related to each step throughout a collaborative electronic document, in the cloud. By the end of the project they will use this doc as a script to describe the whole project, accompanied by presentations and other IT resources such pictures, 3D models or videos studied in the classroom.

Task 1: Share with the groupmates the features of your favourite room and decide the key elements whether you wish represent one through the basics of cubism.

Questions & procedures

  • What is your favourite room  at home?, why?
  • How would you describe it?
  • How would you describe it?
  • In what way would you transform the view of this place through cubism ideas?
  • Represents it with a hand-made drawing on a paper.

Formative assessment

  • Help and guide students’ participation. Give them written feedback about the way they share with others the information asked.
  • Check the drawing of the students out.

Task 2: As a group, design your room by using 3D modeling software.

Questions & procedures

  • What is 3D software about? Look for information on the Internet related with it.
  • Discuss and make agreements about the final aspect of the room design by the group.
  • What main features will find in 3D modeling software?. Get familiar with this computer applications. Design some basic and small  three-dimensional objects by your own.

Formative assessment

  • Do some quizzes about 3D modeling applications based on brief descriptions and main features of free & proprietary software.
  • Provide feedback when students talk to each other about their preferences and decide the aspect and contents of the room.

Task 3: Prepare the 3D printing environment (computer + 3D printer + Connections PC-Peripheral + specific software) and obtain the real model of your design.

Questions & procedures

  • What is a 3D printer? What is it made up of?.
  • What resources hardware/software are involved from the initial 2D design to the final product?
  • What is STL[4] file format about?. Describe the principal stages associated to 3D printing.
  • Research on the internet about how to use this technology with educational purposes. Typical software, more suitable 3D printers and consumables and examples of use.
  • In order to consider alternative options, students will exchange ideas in this matter with 3D printing expert users[5],or attend a 3D printing workshop run at the school.

Formative assessment

  • Quizzes about the basic principles of 3D printing.
  • Expertise feedback with instructor.
  • Provide feedback about the 3D object designed under students’ preferences.

Task 4: Finish/Assemble, if it is needed, the different parts of the room and add to the project the electrical/electronic elements considered (cables, devices/components and batteries), put all together and connect them properly. Verify that everything works fine and finally let it ready to be part of an exhibition (cleaning, painting and the rest of the final tasks proposed by the instructor/peers).


  • Does your room have an electrical/electronic system included?. If yes, how does it works?.
  • How would you test/verify a basic electrical/electronic system as proposed at the pictures above.
  • What are the benefits of simulating an electrical facility or electronic circuit designed by ourselves.

Formative assessment

  • Evaluate the correctness and suitable correspondence between the initial design and the final product created.
  • Verify, with peers, all parts of the project are well-finished and give them oral feedbacks and support during the whole process.

Technology rubric

Project schedule

English, Visual Arts and Technology
Kahoot game

All together now! Kahoot Marathon!

Teams will create quizzes with Kahoot. They will create, play and share fun learning games with questions about language and contents learned through the project and will be involved in a competition which will take place in the Library.

The winner teams will receive prizes.

The preparation of the game will be taken into account in the summative assessment of the subjects.

  • Building your Kahoot!

Students, in teams of 4, have to create a Kahoot "under 16" account and prepare 10 questions, add 4 answer choices to each question, select the correct answer choice and insert an appropriate image and timer for each question. It is strongly suggested that students write out the questions first and come into agreement before putting them into Kahoot. Two questions False/True maximum are allowed.

  • Running your Kahoot!

Students should be ready to answer questions on the topics they have chosen. They will have to publish a screenshot of their game’s statistics on their digital portfolios.


Exhibition and presentation

An exhibition will take place in the School Hall including English worksheets, sketches, drawings, paintings, prints, and, of course the final products: the scale models of rooms.

Students will have to explain the project to classmates, upper and lower students, parents and teachers.

3D models should include a means of accessing to digital artefacts and portfolios (QR code, AR-augmented reality).

  • Projects will be uploaded onto the school website.
  • Teams will publish their projects on the Internet (Social Networks: Twitter, Instagram, Facebook) using the hashtag #MyRoomProject
Performance Assessment
  • Projects will be assessed by students, parents and teachers using a Google Form which will be accessible through a QR code on printed sheets hang on the walls of the hall.

Key Elements

How/where do you see key elements incorporated into this challenge cycle?  

Refer to Buck Institute reading for greater detail and description.

Challenging Problem/Question:

If you were a cubist artist, how would you design your own room?

Students have to face different problems such as research on Cubism Styles, artists, rooms, 3D modeling software, CAD and CAM apps, structures, include an electrical facility or a basic electronic circuit in order to create their own design.

Student Voice/Choice:

Projects create a sense of ownership because students have control over the design and implementation of facilities. They choose the design, the materials, scale, and gadgets they are going to use in their scale model, and the way they present the final product and the process with an IT artefact (portfolio, google sites, presentation, prezi, wiki, video,…), QR codes, AR (augmented reality).


Content and Academic Language:

The unit provides context for content and academic language acquisition and practice in English, Visual Arts, and Technology syllabus (4th ESO LOMCE).


The project incorporates learning events attend to processes that are relevant to the domain, real-world, and students because they work with their self-portraits, their own rooms, they design their rooms regarding their personal interests, in a context that is not fantastical, but plausible.

Assessment (Formative, Summative, and Public): 

Formative assessments are embedded within the unit, and are used to provide actionable feedback for students to reflect upon during the iterative artworks/design/redesign process/plan/buil.

Summative assessments in English, Visual Arts and Technology (3 rubrics which deal with all the categories need by each subject). The culminating project should be rigorous enough to sufficiently determine student mastery.  Projects are not meant to exist in addition to a final exam.  Rather, they are meant to replace a final exam.

Performance assessment will be done by teachers, students, parents… by using a Google Form all along the Exhibition Day.

Critique, Reflect, and Revise:

Students create their own flashcards with language and contents in Quizlet. Students will be able to study, review pronunciation, play games and even do self-evaluation with tests.

Uploading images/photographs to digital boards for feedback so they have room for improvement. Formative assessments will run in different ways along the activities.

Other Considerations:

Collaborative Groups

Students will collaborate in teams (research, formative assessments and creating final products in Visual Arts and Technology.

Culturally Responsive Instruction

Students will be encouraged to learn about other cultural designs brought up from their immigrant classmates and to incorporate them in their designs.


Experts (designer, architect, engineer) in student’s homes, in the community, and beyond will be reached out, if possible, to assist during the introduction of the project, to mentor during the unit, and/or to help final assessment in a public presentation at the end.

[1] Computer-aided Design (CAD)

[2] Computer-Aided Manufacturing (CAM)

[3] Do It Yourself (DIY)

[4] STereoLithography (STL)

[5] Students from high level of vocational training (in some schools and specialities, they build their own 3D printer) or technicians who are experts in this area.