2 sessions; 60 minutes per session

1. SWBAT define form.
2. SWBAT define sculpture.
3. SWBAT identify examples of and participate in a discussion about Pop Art in America, during a presentation.

1. Aluminum foil (2 pieces per student)
2. Newspaper & brown paper towels, ripped in strips
3. Art Paste or paper mache' of your choice
4. Acrylic paints in a variety of colors (small inexpensive variety, like FolkArt)
5. Slick Paint, in a variety of colors
6. Actual candy sprinkles
7. Acrylic spray sealer

Need these materials? Visit Blick!

First Session-Begin with Pop Art Presentation and Discussion; then demonstrate making a paper mache' donut.
1. Have students make a name tag to put under their donut before they even begin working.
2. Form ring donut with a piece of aluminum foil, loosely. Reinforce with a second piece of foil. If making a long john shaped donut, wrap aluminum foil around a formed newspaper.
3. Prepare all newspaper and paper towel strips.
4. Get paper mache' paste and paper mache' donut.
5. Place donut and name tag on some type of plastic so they won't stick (I use laminate scrap) where teacher designates!
Second Session-Teacher demonstrates donut completion process before students begin.
1. To save time, teacher can pre-mix a couple of donut base colors (vanilla and chocolate)
2. Using stiff brushes, students paint on base color and when done, they dry(the top of the donut) with a hair dryer so that they can then "frost" their donut with the acrylic color of their choice.(either an already prepared color or one that they mix).
3. Students put their frosting color on by drizzling the paint and spreading it like frosting with a popsicle stick or tongue depressor.
4. Next they squeeze Slick Paint directly on top of thier frosting color(if they choose to)
5. Last step is to sprinkle on the "sprinkles", using their fingers and thumb, rather than sprinkling directly from the jar.(save on waste!)
6. Again, place donut on name tag to dry in designated area.
7. When dry, the art teacher sprays on acrylic sealer to protect the "sprinkles".

Students can answer the following questions on an exit slip:
1. What Art Period or Movement does your donut represent?
2. Name a well known artist from this Art Movement.
3. Define form.
4. Define sculpture.

https://www.google.com/search?q=claes+oldenburg&espv=2&biw=1280&bih=839&source=lnms&tbm=isch&sa=X&ei=OHiTVan-DMiHyAS3hY7QAg&ved=0CAYQ_AUoAQ#tbm=isch&q=claes+oldenburg+art (Claes Oldenburg Art)

https://www.google.com/search?q=claes+oldenburg&espv=2&biw=1280&bih=839&source=lnms&tbm=isch&sa=X&ei=OHiTVan-DMiHyAS3hY7QAg&ved=0CAYQ_AUoAQ#tbm=isch&q=wayne+thiebaud+art (Wayne Thiebaud Art)

I do not claim to be the originator of this wonderful lesson idea. . .this is just the procedure I used to do it with my students. It is very successful and students love it. Plus, it only takes 2 art sessions to complete. So much art to do in so little time. This lesson packs a lot of content into a short time. Each of you should make your Pop Art presentation the way that works for you

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[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 understand there are various purposes for creating works of visual art

Claes Oldenburg, Wayne Thiebaud

Pop Art

Form, Proportion/Size

Acrylic, Mixed Media, Painting, Paper Mache, Sculpture

History/Social Studies