5 sessions; 40 minutes per session

1. SWBAT Learn about the Pop Art Movement and Pop Artist Roy Lichtenstein

2. SWBAT Define the literary element Onomatopoeia

3. SWBAT Create a piece of art inspired by the Pop Art movement using an onomatopoeia

9 x 18 drawing paper
9 x 18 sheets of blue, yellow, and red construction paper
Old dictionaries
Sharpie Markers
Glue/Pencils

Need these materials? Visit Blick!

Day 1:
•Introduce students to Pop Art and Artist Roy Lichtenstein
•What types of things do you notice about his art?
o Primary Colors
o Dots/Benday Dots
o Action/Action Words
•Introduce students to the literary term onomatopoeia, define onomatopoeia and give examples of words that make sounds such as buzz, ka-ching, slurp, boom, buzz, bing, pow, etc.
•Give students comic book and split them into groups. As a group have them pick out as many onomatopoeia words as they can and write them down in five minutes. Share with the class.
•Students will be given old dictionaries to collage an 9 x18 sheet if drawing paper. Teacher will model ripping and collaging technique.

Day 2 and 3
•Review the word onomatopoeia and it’s meaning. Students will finish gluing white paper with dictionary pages. Once done set aside and dry.
•Students will choose the word they wish to create in the pop art style. The teacher will demonstrate how the written word should contain characteristics of it’s self. For example, the word splash should be very rounded where the word buzz would be jagged.
•Students should choose the color they would like to create the word in and outline the word in pencil. One the design is finalized students will outline and add boldness to the outline in sharpie.

Day 4 and 5
•Students will cut collaged dictionary page to enhance their word such as a jagged, rounded, big or small edge, etc.
•Students will finish their pop art word and cut that out. Students will choose another primary color to mount this word on. Both pieces will then be mounted to the third primary color that has not been used.
•Students may then enhance the outside of their word with splatters, lightening bolts, star bursts etc.
•When all pieces are done as a class we will critique the work.

• Students can verbalize what the word onomatopoeia means
•Students have created a work of art that resembles the Pop Art Style using the Primary Colors

* Students participate in a class critique about the successful/unsuccessful works of art

•“Blam” and “Whaam” by Roy Lichtenstein

•Age appropriate comic books

Students loved this lesson and we had an awesome time!

[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

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Roy Lichtenstein

Pop Art

Emphasis, Movement

Marker, Mixed Media, Paper

English/Language Arts