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High [9th-12th] Lesson Plan

Giant Pop Art Posters

Created on May 13, 2013 by Keefumms72789

In this lesson, students create a large poster in the style of either Peter Max, Roy Lichtenstein, or Andy Warhol. We discuss copyrighting and how that plays a role in creating art and how it was part of the Pop Art movement. Students select images that they feel represent the popular culture of their generation. Prior to starting this lesson, students are introduced to color theory and mixing paint. Students are only given red, yellow, blue, black, and white to create their posters.

16 Keeps, 3 Likes, 2 Comments

THE PLAN
10+ sessions; 45 minutes per session
Students will demonstrate proper color mixing and paint application through the creation of a color wheel.

Students will show the pop culture of their generation by creating a poster in the style of either Lichtenstein, Warhol, or Max.
1. Pencils
2. Erasers
3. Rulers
4. Tempera Paint
5. Brushes
6. 12 x 18 White Paper
7. 24 x 36 White Paper
8. Computers to Research Images
9. Black Permanent Markers
10. Circle Templates (Lichtenstein)

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1. Presentation and Discussion on Color Theory (1 Session)

2. Demonstration in paint mixing and application
-Students begin working on color wheels (1 Session)

4. Student finish painting their color wheels (1 Session)

5. Discussion and Presentation on Pop Art, Artists, Copyright, and Image Selection (Project Samples and Graded Criteria are also gone over) (1 Session)

6. Day in the Computer Lab
-Students search for an image for their poster.
-Students place their image in a grid using Microsoft Word. (Discuss and demonstrate adding the appropriate grid to the selected image.)
-Grids can be found in the documents section of www.artwithmrkozak.webs.com
(1 Session)

7. Demonstrate drawing a grid on 12x18 (Warhol, fit 4 in 24x36), 12x12 (Warhol, fit 4 in 24x24), and 24x36 (Lichtenstein, Max) paper depending on the selected artist.
-Students begin drawing out their image using the grid to enlarge to keep all parts in proportion. (1 Session)

8. Draw image on large paper or smaller paper to transfer multiple times onto the larger paper. (Approximately 4 Sessions)

9. Students paint their image following their chosen style (Approximately 8-10 Sessions)

10. Students complete a critique reflecting on the content and process of the project. (1 Session)
This project is assessed using a rubric that related to the criteria listed in the Power Point.
Grids-Documents Tab on www.artwithmrkozak.webs.com
Youtube video on Peter Max included in the attached Power Point.
Students really seem to get into this project because they get to pick images that relate to their interests. Make sure to discuss the issues of copyrighting. This is the only project that we use images like this in my room, so this is when we have that discussion.
THE STANDARDS

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 create artworks that use organizational principles and functions to solve specific visual arts problems

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


[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

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

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
THE FEATURES
Roy Lichtenstein, Andy Warhol
Pop Art
Color/Value, Proportion/Size
Tempera
History/Social Studies, Technology
ATTACHMENTS
Pop Art Critique.doc
Pop Art Poster Rubric.doc
Pop Art Presentation.ppt

  • Hope200 05/27/2013 at 04:41am
    I am wondering if it would be feasible to convert a cartoon to simply dots for this project, like Lichtenstein or Chuck Close? Also, could large images somehow be made using a simple silk screeing process? How difficult would it be to make a frame 3 feet long? Or could it be in 1 foot segments? Just some ideas I am thinking about here. I like this project!


  • April_Hallock 05/27/2013 at 01:38pm
    I like this project, too. Student choice is so important in projects where they are skill-building at the same time.