Teacher introduces Pop Art and spends time looking at and comparing/contrasting artists Roy Lichtenstein, Romero Brito, Derek Gores...
Teacher demonstrates how to create a background with emphasis and interest to create an artwork on.
Students choose a cartoon/comic character and draw it on their background paper.
Teacher introduces color theory and basics of mixing color. Students experiment with mixing color and using acrylic paint to paint their character.
Did students fully cover their background paper?
Do students understand the concept of Pop Art?
Did students mix colors to create the colors they needed to finish their painting?
Their are many contemporary Pop Artists on Instagram to incorporate into the history of Pop Art.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[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 use art materials and tools in a safe and responsible manner
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[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
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[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 2: Using knowledge of structures and functions
[K-4] Students describe how different expressive features and organizational principles cause different responses
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
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
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[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 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
[K-4] Students understand there are different responses to specific artworks
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students compare multiple purposes for creating works of art
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
[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
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences