Students will learn about pop art, see many different pop artists work, then create their own inspired work, using a similar style as a pop artist.
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THE PLAN
5 sessions; 45 minutes per session
SWBAT understand the pop art movement
SWBAT Recognize pop art influences
SWBAT Name some pop artists
SWBAT Use their own popular image to create a work of art
1. Paper
2.Drawing media
3. Paint
4. Computer for research
1. Introduce students to pop art, and some pop artists in history and some that are working in that style today...like Romero Britto and James Goldcrown
2. Talk about how pop art is based on popular images. Have students notice the bright, flat colors and patterns that are seen.
3. Students will pick a popular image, it can be anything that has meaning for them...video game character, food, animal.....then an artists that they are inspired by and they will begin to plan the composition
4. Once students have 3 ideas sketched out they get one approved and begin to work. ( I have them pick the center, either drawing or paint and tell me what media they will use. It can also be a mixed media.)
5. When they finish they need to write the name of the artist they used for inspiration on the back of the work.
Students will fill out an exit slip.
Who was your inspiring artist?
What part of the work do you think is most successful?
What could you improve on?
Then we have an art walk and they have to guess what artist 5 of their classmates work was inspired from.
I create a large bulletin board display with a great amount of pop art examples along with the names of the pop artists.I also have books and magazines out for inspiration.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
THE FEATURES
Jean Michel Basquiat, Jim Dine, Keith Haring, Roy Lichtenstein, Claes Oldenburg, Wayne Thiebaud, Andy Warhol
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