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High [9th-12th] Lesson Plan

Pop Art Reduction Prints

Created on November 28, 2012 by MrsImpey



This is an in-depth printmaking project for upper grade levels, idealy an elective print making class.


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THE PLAN
8 sessions; 40 minutes per session

1. SWBAT discuss what pop art is.
2. SWBAT create pop art using contemporary pop culture items.
3. SWBAT explain the reduction printing process.
4. SWBAT create a series of reduction prints.

1. Linoblock
2. Carving tools
3. Bench hook
4. Brayers
5. White printmaking paper
6. Printing ink
7. Tracing paper
8. Markers
9. White drawing paper, cut to the size of the linoblock

Need these materials? Visit Blick!

1. Day 1: Look at Warhold/Pop art examples and/or power point. Discuss what pop art is, why it was popular art, and what pop art would be like today. Have students design a pop art print.

2. Day 2-3: Have students trace and plan 4-6 prints by coloring them the colors they want them to be. This will help them keep their prints in order as they

3. Day 4-5: Explain the reduction printing process. (Make a print of the whole block uncarved to get background, then carve out background and make a print in a different color to print the base of the object, etc.). Demonstrate how to plan out the reduction process using drawing paper. Students should plan each step of their print by drawing out what they are going to carve away each time. (See the attached photo of my poster. This shows the reduction process for an iPod print.)

4. Day 6-8: Do the reduction prints. You must make the prints for all pictures in a series before carving out to the next step, otherwise that step is lost.

5. Day 9: Matt the projects.

Use a rubric, or have a critique. Students could also write a reflection piece about how their artwork is similar to pop art from the 60's and 70's but also different.

I did this when I was student teaching with a printmaking class of 3 students who were not art students. The iPod print is mine, as is the poster. The other two prints were done by the students who were in 11th grade.

You can definitely expand upon this lesson by having students do a research project on a pop artist...or create pop art as if they were from a different culture!

THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

THE FEATURES
Andy Warhol

Pop Art

Color/Value, Line, Shape, Space, Variety

Printmaking

History/Social Studies