After learning about artist Wayne Thiebaud and his style, students will create a large reproduction of one of his paintings through collaboration.
7 sessions; 50 minutes per session
1. SWBAT discuss Wayne Theibaud's work in the context of Pop Art.
2. SWBAT discuss artwork using Elements of Art and Principles of Design.
3. SWBAT identify key characteristics of Wayne Thiebaud's style.
4. SWBAT collaborate with others during the sketching and painting phases of this project in order to create a cohesive painting.
5. SWBAT mix colors and mimic brush styles of a famous artist.
6. SWBAT add oil pastel to add visual texture to the finished painting panels.
1. KWLS Charts ("S" means "still want to know")
2. Copied Articles
4. Pre-Cut Foamboard or Masonite Squares (8x8 or 12x12)
6. Acrylic Paint
8. Oil Pastels
9. Hot Glue
10. Display Surface
1. KWLS Chart
- Two days before beginning the project, students will read the article as homework and fill out the KWLS chart.
- Collect, review, and revise PowerPoint/Discussion based on student responses.
2. Presentation & Discussion
- review KWLS
- While looking at images of Theibaud's work, ask students to analyze (using Elements and Principles)
3. Assign Tiles
4. Sketch Tiles
- Encourage students to move around the classroom and talk to their classmates. This increases the likelihood that the recreation lines up!
5. Paint Tiles
- Review color mixing.
- Students should work with others to make sure that the colors are consistant.
6. Add Oil Pastels
- This helps with details.
- These finishing touches add little bits of color like Thiebaud...but with more control.
7. Assemble, Photograph, Reflect!!
Students will be assessed
3. Color Mixing
I first led this lesson as a student teacher. I have since completed this project with each of my painting classes. Each semester I am amazed at how students help each other and utilize art vocabulary! This project has many opportunities for formative assessment.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
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 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
[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
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[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
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[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