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Elementary [1st-5th] Lesson Plan

Warhol Inspired Self Portrait Prints

Created on October 22, 2012 by Aubreymoore4

Students etch their self portrait with a pencil on a square piece of polystyrene foam (I cut them out of those clam shell containers from restaurants). Then the students paint their foam plate with tempera. They have to make at least four prints using the color schemes of primary, secondary, warm, and cool. Students can make ghost prints (printing a second time from the same plate) as well and decide which four prints they like best. Once prints are dry, students tear them to size with a ruler. Label the prints with the print number, title, and name in pencil. Then arrange and glue the four prints to black paper. The prints should resemble Andy Warhol's Monroe prints.

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3 sessions; 45 minutes per session

Students will:
1. Be introduced to the artist Andy Warhol and Pop art.
2. Observe some of Warhol’s art work.
3. Describe, analyze, interpret, and judge Warhol’s Monroe prints.
4. Identify the proportion and placement of different facial features.
5. Print using four color schemes: primary, secondary, warm, cool
6. Create multiple prints of their self portrait.
7. Learn printmaking vocabulary.
8. Apply learned knowledge about the elements of art in their art work.

1. Power point on Andy Warhol and his prints
2. Paper
3. Pencils
4. Mirrors
5. Polystyrene foam
6. Markers
7. Black paper
8. Tempera paint
9. Brushes
10. Water

Need these materials? Visit Blick!

Day One:
• Students will answer questions that describe, analyze, interpret, and judge Andy Warhol’s Monroe prints. (ex: How do the Monroe prints show unity and variety)
• Introduce students to Andy Warhol and Pop art in a Youtube clip.
• If Warhol was still creating pop art today… What objects/people would be the subject matter?
• Review placement and proportion of facial features in a portrait.
• Demonstrate how to draw self portrait on scratch foam plate.
• Students will draw portrait on plate in marker first then etch lines with pencil.
- Monitor students while they are working.

Day Two:
• Review Self-Portrait Prints project.
• Demonstrate how to apply tempera to plate and make a print.
• Demonstrate what a ghost print is.
• Students are to make at least four prints: primary, secondary, warm, cool
• Rinse station with trays of water and roll of paper towels.
• Monitor students while they are working.
• Students place prints on drying rack.

Day Three:
• Review Self-Portrait project.
• Demonstrate how to tear, label, and put together prints.
• Students will tear prints, label, and glue prints to black paper.
- Monitor students while they are working.
• Critique prints. Pick which print came out the best. Why?

This project will be graded according to:
-following instructions
-using the four color schemes
-labeling prints correctly
-artistic ability

On the printing day, I suggest you set up a rinsing station with tubs of water and lots of paper towels!


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

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
[K-4] Students explore and understand prospective content for works of art

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

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 different responses to specific artworks
[K-4] Students describe how people's experiences influence the development of specific artworks

Andy Warhol

Pop Art

Variety, Unity/Harmony, Rhythm/Pattern, Color/Value