We started with my standard question: "What do you notice?" I charted the students' responses, encouraging them to identify whether their "noticing" was of the Picasso, the Klee, or whether it applied to both of the works. I asked students to use the artists' names rather than saying "the one on the left" or pointing and saying "that one" or "the round one" or "the pencil one." Those attributes that applied to both were charted down the center. Since these particular second graders are familiar with Venn Diagrams, they understood right away how to read this finished chart after I added the "boxes" around the lists.
I started with a short demonstration of the "mystery painting" technique, drawing a large face with lots of lines for hair and showing students how I could almost see the drawing if I held the paper up to the light. I added a line pattern in the background for interest, and then modeled painting in blocks of color. I emphasized that I was not following the lines, but letting the drawing come through on its own as I painted.
As they drew, I reminded students to press hard with the crayon and try to use the whole paper, either adding more to their subject matter or perhaps including a pattern in the background for interest. As they were ready, they painted over their drawings.
Looking at these two art works helps the students see how a face can take up a whole page, and to realize that one doesn't need to "follow lines" when painting. It also gives students the opportunity to see and talk about representational abstract art, and to become comfortable with the idea that a face drawing does not need to be absolutely realistic to be successful.
All in all, a successful lesson, during which a good time was had by all!