• What colors stand out to you in this painting? How would you describe the colors in this painting? What mood do they convey?

• What is the effect of the gray tones and the black and white? Notice how these tones are positioned on the picture plane.

• What different shapes can you distinguish? Do you recognize some representational elements in this painting?

• Do you see mainly flatness, or is there also depth? Which forms and patterns create three-dimensionality? What other tools does the artist use to create perspective?

• The title of this work is Man with a Cane. Can you detect shapes that correspond to parts of the body?

• How has the artist changed the body of the ‘man with a cane’ using geometric shapes? Do the individual body parts make up a whole figure?

• Man with a Cane is a fragmented view of a figure. The image of a man is evoked by the green head, the rounded gray shoulder and the red-sleeved arm on the left holding a ball-headed cane. But there seems to be multiple men and canes. What could the fragmented approach tell us about the artist’s world view?

• How would the figure look if it was less fragmented, more whole? Can you think of other examples of artworks that break down the figure into abstracted shapes? The image of the man reflects the artist’s interest in the modern age and the machine.

• The more abstract passages surrounding the figure suggest an impersonal, architectural environment made up of industrial components.  Do you think the artist was excited about his age and surroundings? Why? What might the color palette tell you?

• Bright, rich color animates the composition and echoes the new rhythms of the jazz age or Roaring Twenties. What other compositional elements point at dynamic movement?

• Léger’s experience as a soldier on the front in World War I renewed his sympathy for the working class. He said: “It was in a regiment of the Engineer Corps during the War, among rough and worn human beings, that I discovered man.  While I lived there, surrounded by machinery, I felt growing in me an appreciation for the mechanical and dynamic side of modern life…” Do you think that art should be accessible to people from all walks of life? Do you find this work easily accessible or is it closely intertwined with its own time? Do we appreciate different elements depending on the context and time in which we view art?

A student who is accomplished in language arts needs to feel liberated to express himself or herself freely. Much of literature analysis is a “gray area” open to various interpretations; what matters is that students have the ability to overcome the fear of that ambiguity and the fear of failure so that they can critically evaluate works of literature in depth.

• Study Man with a Cane.  Find the man and name the features that help identify him.  In what ways does he look like a person?  Like a machine?  How has Léger used shapes to depict the man and to suggest machines?
• Have students discuss Léger’s attitude toward machines and their relationship to people.  Are they good?  Bad?  Helpful?  Dangerous?  What in the painting supports each student’s point of view?
• Discuss and list the qualities that are specific to machines.  Compare to human features and functions. Create a Venn diagram.
• Have students write first-person narratives about a creature that is part human and part machine.  Include a description of the creature and invent dialogue spoken by the creature.
• Use boxes to construct sculptures of the creature. (see Art Lesson: Writing Stories: Box Sculpture, pg. 9) Compare the sculptures with Man with a Cane. 

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