The Ohio State University Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2 !!" Teacher Candidate: Jamie Fry School: Tremont

UNIT TITLE: Pop art printmakingto me, art is

Grade Level: 4 Length of Class Period: 80 min Approximate # of Students per Class: 25 Beginning Date: 1/27 End Date: 2/18 Unit oal!"# !$hat academic content "tandard" and learnin% o&tcome" $ill thi" &nit addre""'#:
6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people). 4PR emonstrate motivation, independence and persistent during studio practices to complete art!orks. "PR #om$ine the elements and principles of art and design to create visually effective compositions in original !orks of art.

%RE evelop and share their ideas, $eliefs and values a$out art. &RE Recogni'e and descri$e the relationship of art!orks to their social and cultural conte(ts.

CRITICAL ISSUE or BIG IDEA:

Rationale: The value #e place on art #or$s is personal and sometimes #e do not all a%ree& Throu%h the e'ploration of the Pop Art movement and the #or$s of Andy (arhol, students #ill )e%in to understand that the su)*ect of #or$s of art can )e stron%ly influenced and often )ased off of the culture in #hich they come from& This means that, over time, the artistic influences chan%e& (e #ill )e e'aminin% #hat our popular culture loo$s li$e and ho# that can influence our art#or$& Students #ill also )e e'plorin% #hat art means to them and )e%innin% to form a personal opinion a)out #hat art is and #hat they thin$ can )e considered art& E""ential (&e"tion" !)ro*ocati*e+ en%a%in%+ critical#: (hat is popular culture+ (hat does our culture loo$ li$e+ (hat influences our art#or$ and the thin%s #e li$e+ (hat can )e considered art or the su)*ect matter for art#or$+ ,e"cri)tion o- the e""ential ed&cational content o- thi" &nit: Title o- each le""on and le""on de"cri)tion. Le""on One Title: Po) c&lt&re and )rintma/in% Le""on de"cri)tion: (e #ill )e loo$in% at the Pop Art movement and focusin% on Andy (arhol& (hat ma$es somethin% a piece of art+ (hat can )e a su)*ect for a #or$ of art+ (hat is ,pop culture-+ Printma$in% process and )e%in plannin% our stamp Le""on T$o Title: Car*in% Le""on de"cri)tion: .ontinue plannin%/ dra#in% in art *ournal and on pre cut test papers Demo/ Transfer dra#in% onto ru))er )loc$& Students do Demo/ .arvin%& Students do Le""on Three Title: Printin% 1

Le""on de"cri)tion: (ith finished stamps #e #ill )e%in printin% process& 0ine different colored paper rectan%les for printin%, four prints #ill )e in #hite, five prints #ill )e in )lac$ (or vise versa& Student #ill %et to select #hich color in$ ill )e on each color paper"& The final nine prints #ill )e mounted on )lac$ construction paper& Students #ill ma$e a total of !2 prints and select the )est nine& o Le""on Fo&r: Title: 1ideo intervie# Le""on de"cri)tion: (ith parental2%uardian permission, students #ill intervie# each other on film (students operatin% the video camera" a)out #hat they thin$ art is& Eacher students #ill )e fillin% out a ,To me, art is3statement #or$ sheet at the end of the pro*ect #hich #ill )e their scrip for their portion of the on camera #or$& All of the clips #ill )e edited to%ether ()y the teacher" to create a ,To US, art is3- statement video to )e vie#ed at the close of the unit& This process #ill )e completed as students are finishin% their #or$ to allo# for enou%h time to edit the film&

LESSON 01
Title: Po) c&lt&re and )rintma/in% Teacher Candidate: 4amie 5ry School: Tremont rade Le*el: 2 Len%th o- Cla"" Period: 34 min5 A))ro6imate N&m7er o- St&dent" in Each Cla"" Period: 26 8e%innin% ,ate -or Le""on: !227 Endin% ,ate -or Le""on: !227

Lesson Components:
Critical I""&e98i% Idea: Throu%h the e'ploration of the Pop Art movement and the #or$s of Andy (arhol, students #ill )e%in to understand that the su)*ect of #or$s of art can )e stron%ly influenced and often )ased off of the culture in #hich they come from& This means that, over time, the artistic influences chan%e& (e #ill )e e'aminin% #hat our popular culture loo$s li$e and ho# that can influence our art#or$& Students #ill also )e e'plorin% #hat art means to them and )e%innin% to form a personal opinion a)out #hat art is and #hat they thin$ can )e considered art& Content Standard!"# Addre""ed:
6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people).

%RE evelop and share their ideas, $eliefs and values a$out art. &RE Recogni'e and descri$e the relationship of art!orks to their social and cultural conte(ts.

Per-ormance.7a"ed O7:ecti*e": St&dent" $ill; 3tal$ a)out #here ideas for a piece of art come from8 #hat influences an artist to ma$e a pieces of #or$+ 3descri)e and identify ima%es from the pop art movement and distin%uish them from other styles of art& Per-ormance.7a"ed A""e""ment Strate%ie": 9ar%e %roup discussion ,.an you %uess it+ What does our pop culture look like? (or$ sheet ,POP or 0OT- %ame sho# at the smart )oard after the discussion, )ac$ to seats for the :ame Sho# ;uestions A%e.a))ro)riate Voca7&lary: Pop!"ar C!"t!re: the ideas and preferences of people in the current day. Also called pop culture #!n$ane: ordinary, boring or everyday Ironi%: the opposite of what is expected Pop Art: art based on popular culture Printmaking: aking a work of art by creating ultiple, identical copies of the sa e i age. !hink of a sta p. Re$!%ti&e: taking away aterial and keeping only what will be used to create the print Go!ges: tools to carve a sta p Bra'er: rollers to apply ink to the sta p 2

R!((er B"o%k: what an artist carves into a create the sta p Accommodation" -or S)ecial Po)&lation": <EPs #ill )e ta$en into account Students that have para=educators #ill have them availa)le to assist Art9Vi"&al C&lt&re E6am)le": "ogo#s fro various co panies as exa ples of pop culture Andy Warhol i ages $an %ough i age: &tarry night 'onet i age: !he Water "illy (ond )!he *apanese +ridge, -laes .ldenburg i age: &poonbridge and -herry

Pre)aration":
<aterial"9Re"o&rce" -or Teacher (ower (oint %uess the logo handout (op or /ot %a e power point 0xa ples of ob1ects that could ake good sta ps %a e &how 2uestions <aterial" -or St&dent" Art *ournals -an you guess it? Work sheet (lanning papers cut to 3x4 by teacher

Learnin% Acti*ity
ettin% the Cla""room En*ironment Ready: 8e-ore cla"" "tart" >andouts (? " >ave Po#er Point cued up and ready to start >ave teacher e'amples to sho# 5inal prints, stamp, dra#in%s Proced&re" -or the Teachin%9Learnin% Str&ct&re: Ta"/9In"tr&ction9Proced&re Students come in and %ather at the Smart @oard Po#erPoint to tal$ a)out pop culture and pop art
5&how i ages of 'ona "isa and talk about what WA& considered radical works of art in the past and show how art has always been 2uestioning, what is art?

A))ro6imate Time Allotted 2 min 7 min A min

POP and 0OT and %ame sho#/

$isual review: 5&how i ages to have students practice recogni6ing (op Art i ages and those that are not pop art.

Students )ac$ to seats :ame Sho#B

57 tea s: war tea )left side, and cool tea )right side,8co e up with a na e for your tea 59uestions will be asked back and fourth fro one tea to the other. :f a tea gets the 2uestion wrong, the other tea ay steal. 5(oints will be awarded for each correct answer )!estions *or t+e game s+o,: ;. Who is considered ost fa ous pop artists, and is the artist we have begun to study? Ans#er/ Andy (arhol 7. Andy Warhol was born in what city in the <nited &tates? Ans#er/ Pitts)ur%, PA =. !rue or false: pop art is ironic in that it shows art exactly the way it has been in the past> very

! min

realistic and classical. Ans#er/ false 3. -orrect the previous false state ent. Possi)le ans#er/ pop art is ironic in that it challen%es traditional art of the time& ?. -o plete the state ent ade by Andy Warhol: : like@@@@@@ @@@@@@@@ )this 2uote is fro the (ower (oint Ans#er/ ,< li$e )orin% thin%s4. .ne of Andy Warhol#s fa ous pieces are prints of what kind of soup can? )brand and flavor, Ans#er/ .amp)ellCs tomato

Students move to see the smart )oard Po#erPoint a)out printma$in%

5/ote the texture created in the background by not carving away every little bit of the rubber. Aou have to be indful about what and where you carve. When we put ink on these and print with the things that you didn#t ean to show up will, and things you wanted to show up won#t. &o crafts anship will be $0BA i portant.

2 min 6 min

@ac$ to seats ,.an you %uess it+- handout/ do you $no# our o#n pop culture+
5+egin to think about what our own pop culture looks like. 5What could you use fro your everyday life to turn into a piece of artwork. 5What does it ean when we turn so ething boring into a piece of artwork? We want people to think that it is ore i portant? We want to draw the audience#s attention to so ething they never thought of before? We want to ake people think about art in a different way?

2 min D min

Practice ima%es for stamps/ Eundane everyday o)*ects (A=D each" .an )e oriented either portrait or landscape
5:deas: (encil &unglasses &neaker &cissors "ight bulb !hu b tack !elevision -hair 0tc.

?7 min

.lean up and .losure/ ne't time #e #ill )e selectin% our final o)*ect and )e%innin% the printma$in% processB

? min

S&))lemental acti*ity: Dra# a picture of your #orld usin% pop culture ima%es from your everyday life/ #hat are thin%s from pop culture that you see everyday+ (hat is the difference )et#een pop culture and your o#n specific culture+ (colored pencil on #hite printer paper" Teacher re-lection -oc&"ed on the le""on a-ter it ha" 7een ta&%ht: o Did they understand the concept of pop culture+ Ta$e note of ho# the do on the POP or 0OT %ame and the %ame sho# activity& o Do they understand mundane2everyday o)*ects+ >o# is ma$in% art #or$s #ith these types o)*ects ironic? :ive lots of e'amples

Po) art Po$er Point Pre"entation+ =Po) or Not> %ame+ =Can yo& %&e"" it'> $or/ "heet

Printma/in% Po$erPoint+ )ractice "tam) de"i%n $or/"heet

Teacher E6am)le

LESSON 0?
Title/ Car*in% Teacher Candidate: 4amie 5ry School: rade Le*el: 2 Len%th o- Cla"" Period: 34 min5 A))ro6imate N&m7er o- St&dent" in Each Cla"" Period: 26 8e%innin% ,ate -or Le""on: 22? Endin% ,ate -or Le""on: 22?

Lesson Components:
Critical I""&e98i% Idea: Throu%h the e'ploration of the Pop Art movement and the #or$s of Andy (arhol, students #ill )e%in to understand that the su)*ect of #or$s of art can )e stron%ly influenced and often )ased off of the culture in #hich they come from& This means that, over time, the artistic influences chan%e& (e #ill )e e'aminin% #hat our popular culture loo$s li$e and ho# that can influence our art#or$& Students #ill also )e e'plorin% #hat art means to them and )e%innin% to form a personal opinion a)out #hat art is and #hat they thin$ can )e considered art& Content Standard!"# Addre""ed:
4PR emonstrate motivation, independence and persistent during studio practices to complete art!orks. "PR #om$ine the elements and principles of art and design to create visually effective compositions in original !orks of art.

Per-ormance.7a"ed O7:ecti*e": St&dent" $ill; 3complete at least A dra#in%s to choose from as their final ima%e to carve 3complete a A'F inch ru))er )loc$ carvin% that #ill )e used to print& Per-ormance.7a"ed A""e""ment Strate%ie": <nformal chec$ of dra#in%s/ students #ill not )e %iven their ru))er )loc$ until their dra#in% has )een approved .onstant chec$=inCs #ith each ta)le to assess pro%ress and connect improper carvin% techni;ues for safety A%e.a))ro)riate Voca7&lary: Pop!"ar C!"t!re: the ideas and preferences of people in the current day. Also called pop culture #!n$ane: ordinary, boring or everyday Ironi%: the opposite of what is expected Pop Art: art based on popular culture Printmaking: aking a work of art by creating ultiple, identical copies of the sa e i age. !hink of a sta p. Re$!%ti&e: taking away aterial and keeping only what will be used to create the print Go!ges: tools to carve a sta p Bra'er: rollers to apply ink to the sta p R!((er B"o%k: what an artist carves into a create the sta p Accommodation" -or S)ecial Po)&lation": @ench=hoo$ for students that need help #ith carvin% or #ho have not proven to )e responsi)le enou%h to carve #ithout one& Styrofoam plates for students that mi%ht not )e a)le to use the %ou%es& <EPs #ill )e consulted #hen applica)le <f students have a para=professional, they #ill )e availa)le to #or$ in the studio #ith the student Art9Vi"&al C&lt&re E6am)le": Teacher e'amples

Pre)aration":
<aterial"9Re"o&rce" -or Teacher !eaching exa ple Bubber block %ouges 8

<aterial" -or St&dent" Crawings that were begun last class Bubber blocks %ouges in various shapes and si6es Sa-ety Proced&re" ,>A0DS+- si%ns in every )in to remind students that the placement of their hands is 1ERG important& Thorou%h demo of ho# to carve properly

Learnin% Acti*ity
ettin% the Cla""room En*ironment Ready: 8e-ore cla"" ,>A0DS+- si%ns in every ta)le )in 9ar%e empty coffee cans in the middle of ta)les for scraps Proced&re" -or the Teachin%9Learnin% Str&ct&re: Ta"/9In"tr&ction9Proced&re Students come in Revie# voca)ulary/ last time #e #ere to%ether
Pop!"ar C!"t!re: the ideas and preferences of people in the current day. Also called pop culture #!n$ane: ordinary, boring or everyday Ironi%: the opposite of what is expected Pop Art: art based on popular culture Printmaking: aking a work of art by creating ultiple, identical copies of the sa e i age. !hink of a sta p. Re$!%ti&e: taking away aterial and keeping only what will be used to create the print Go!ges: tools to carve a sta p Bra'er: rollers to apply ink to the sta p R!((er B"o%k: what an artist carves into a create the sta p

A))ro6imate Time Allotted 2 min D min

@ac$ to seats to #or$ on dra#in%s more if needed& (al$ around and approve dra#in%s
5Dold up an already approved drawing as an exa ple 5!o get approved: words ust be backwards, drawing ust take up ost of the 3x4 block, there ust be so e details )not 1ust one si ple shape,, have a plan for background textureEpattern

! min

>o# to transfer your dra#in% onto the ru))er )loc$

5Dave a student exa ple of an approved drawing 5We can draw right on the rubber block, using your practice drawing as your odel

@ac$ to seats Pass out ru))er )loc$s (dra#in% must )e approved"

5&tudents ay begin to transfer their drawing onto their rubber block. /a es on the back of the rubber block

As students #or$ on finaliHin% their dra#in%s 2 min As students are ready D min 6 min

(or$ time/ Students transfer dra#in% to ru))er )loc$ Demo/ carvin% and safetyIeveryone around the violet ta)le
5DA/C&FF !he single ost i portant thing to re e ber with this entire process is where your hands are at all ti es. :t see s silly 'iss Gry y hands are at the ends of y ar s but when your are carving your sta ps you ust A"WAA& have your hands +0D:/C the gouge. 5What does this ean? Ce onstrate how to hold the block with your hand at the botto edge of the block and always cave AWAA fro your body. /0$0B, 0$0B, 0$0B towards your body )si ulate this error,. Ce o how to ake a curved line by carving a bit then turning the block to stay safe. 5:f : see you carving i properly you will get one re inder, and one warning )point out the signs,. !hese are here to help you re e ber and help you re ind your class ates how to safely carve. After your warning, if : see you carving i properly again your tools will be taken and you will not be able to continue working. !his is badF Aou do not want your tools to be takenFF 5: will have the seating cart and will be arking off who gets re inders and warnings so please use the tools properlyFF /. :/*<B:0& :& .<B %.A"F )aside fro aking great artworkF, 50xplain each gouge and the arks that they ake 5!alk about how to think about the background of the sta p and how to add texture )but not to uch, 5Adding details: this ust be done slowly and carefully, the rubber will brake if it gets to thin or you carve to s all of a detail

@ac$ to seats Pass out tools in tray #ith ,tool chec$ list- for the end of class

2 min ? min 9

5While passing out, explain what the tool check list is for and when we will be using it -heck to ake sure you have each of the tools listed before you start working, at the end of class we will be checking out tools again. Aou should have 7 checks in each box at the end of class.

Students chec$ the tools )efore startin% #or$& Students #or$ on carvin% .lean up and .losure/ scraps in )uc$et, complete ,tool chec$ list- to ma$e sure all tools are returned to the tray& @efore #e leave, introduce the intervie# filmin% and PASS OUT PER<ISSION FOR<S -or -ilmin% inter*ie$ re")on"e" at the *ery end

?6 min 6 min

S&))lemental acti*ity: Start or continue dra#in% a picture of your #orld usin% pop culture ima%es from your everyday life/ #hat are thin%s from pop culture that you see everyday+ (hat is the difference )et#een pop culture and your o#n specific culture+ (colored pencil on #hite printer paper" Teacher re-lection -oc&"ed on the le""on a-ter it ha" 7een ta&%ht: :o throu%h list of any students that mi%ht have %otten reminders or #arnin%s a)out their improper carvin% practices to address any issues #e mi%ht have in the future2 clarify carvin% intrusctions&

TOOL C@ECA LIST: S;uare :ou%e ,1- :ou%e ,U- :ou%e 9ine :ou%e

10

LESSON 0B
Title/ Printin% Teacher Candidate: 4amie 5ry School: Tremont rade Le*el: 2 Len%th o- Cla"" Period: 34 min5 A))ro6imate N&m7er o- St&dent" in Each Cla"" Period: 26 8e%innin% ,ate -or Le""on: 22! Endin% ,ate -or Le""on: 22!

Lesson Components:
Critical I""&e98i% Idea: Throu%h the e'ploration of the Pop Art movement and the #or$s of Andy (arhol, students #ill )e%in to understand that the su)*ect of #or$s of art can )e stron%ly influenced and often )ased off of the culture in #hich they come from& This means that, over time, the artistic influences chan%e& (e #ill )e e'aminin% #hat our popular culture loo$s li$e and ho# that can influence our art#or$& Students #ill also )e e'plorin% #hat art means to them and )e%innin% to form a personal opinion a)out #hat art is and #hat they thin$ can )e considered art& Content Standard!"# Addre""ed:
4PR emonstrate motivation, independence and persistent during studio practices to complete art!orks. "PR #om$ine the elements and principles of art and design to create visually effective compositions in original !orks of art.

Per-ormance.7a"ed O7:ecti*e": St&dent" $ill; 3complete !2 prints and select the )est nine prints on four different colors of )ac$%round paper 3e'plain their artistic choicesI#hy did you pic$ the o)*ect you did+ 3form an opinion a)out #hat art means to them personally )y fillin% out a ,to me, art is3- statement Per-ormance.7a"ed A""e""ment Strate%ie": <nformal chec$=inCs ,(hat is art+- video intervie#/ Students #ill intervie# each other in pairs as$in% the ;uestion, ,#hat is art+-& Their response #ill )e #ritten do#n )efore their intervie# and used as their script for the intervie#& This #ritin% #ill )e posted #ith their final piece of art#or$& A%e.a))ro)riate Voca7&lary: Pop!"ar C!"t!re: the ideas and preferences of people in the current day. Also called pop culture #!n$ane: ordinary, boring or everyday Ironi%: the opposite of what is expected Pop Art: art based on popular culture Printmaking: aking a work of art by creating ultiple, identical copies of the sa e i age. !hink of a sta p. Re$!%ti&e: taking away aterial and keeping only what will be used to create the print Go!ges: tools to carve a sta p Bra'er: rollers to apply ink to the sta p R!((er B"o%k: what an artist carves into a create the sta p Accommodation" -or S)ecial Po)&lation": Styrofoam plates for students that mi%ht not have )een a)le to use the %ou%es to carve their stamps& <EPs #ill )e consulted #hen applica)le <f students have a para=professional, they #ill )e availa)le to #or$ in the studio #ith the student Art9Vi"&al C&lt&re E6am)le": !eacher exa ples

Pre)aration"
<aterial"9Re"o&rce" -or Teacher !eacher exa ples of sta p !eacher exa ple of prints !eacher final exa ple Ce o supplies: ink, ink plate, brayer, sta p, paper 11

-over the drying rack with newspaper for placing finished prints on so they don#t fall through the racks <aterial" -or St&dent" Art 1ournals -o pleted &ta ps :nk :nk plates: &tations8= tables with black, three with white. +rayer (aper )final colored paper, !est paper )regular co puter paper, Sa-ety Proced&re": <n$ plates are to stay in the center of the ta)le #ith the )rayer restin% on the ed%e #hen not in use

Learnin% Acti*ity
ettin% the Cla""room En*ironment Ready: >ave demo supplies ready at hand/ teacher e'ample >ave the stamps on ta)les .olored paper needs to )e pre=cut to siHe A-'F<n$ on plates to )e handed out/ )lac$ and #hite in$ only& There #ill )e 2 #hite prints and 2 )lac$ prints Proced&re" -or the Teachin%9Learnin% Str&ct&re: Ta"/9In"tr&ction9Proced&re A))ro6imate Time Allotted Students come in 2 min Revie# voca)ulary and tal$ a)out carvin% process/ ho# did it %o+ (hat did #e find most 6 min challen%in% a)out the carvin% process+ Demo printin% process 6 min
5All students around the violet table for de o 5&how one test print: what to do and what not to do. 5We C. /.! put the sta p onto the paper, we lower the paper onto the sta p 5We C. /.! pull the sta p off of the paper, we peel the paper off of the sta p 5&o sta p stays where? .n the table the entire ti e. !his will hopefully reduce the a ount of s udging that ight happen. 5.nce we lay the paper over the sta p, place a piece of newspaper over the sta p and the paper to cover the entire thing and press down fir ly over the entire surface, aking sure not to shift the paper or this will create s udges.

Students )ac$ to their seats Those that need to #or$ on stamps/ raise your hand& Pass out tools to these students and remind them of safety rules& They may #or$ #hile others decide on #hat color paper they #ill )e usin% for their final prints&
50ach student needs ;7 different colors of paper. 5!hese will be stored in their 1ournals while they practice their prints 5/a e and roo nu ber on the backs of each colored paper 5&tudents will take out one color at a ti e and do each print 5-olored paper will be 3x4.

? min !6 min

Pass out stamps, in$ plates #ith in$ already on them, )rayers, and test papers
5.nce your table has an ink plate and brayers, you ay begin testing your print with the color that is at your table )either black or white, 5'ake at least 7 tests before you start on your final colored paper 5.nce you have ade 35? prints in the color at your table you ay switch stations to the other color ink and ake 35? prints in the color.

A min

<ntroduce the ,To me, art is3- statement sheet

5Dow does it connect to the things we have been talking about? We have been looking at how artists have changed people#s opinions as to what can be considered art. &o since we have looked at a lot of exa ples and talked about artists that have changed the way we view art, : want you to co e up with your own state ent about what you believe art to be. What does art ean to you? Art isH? how you would finish that state ent?

As students #or$

Once they have J %ood prints completed they %o on the dryin% rac$ Pass out ,to me, art is3- papers to students that have finished& .lean up and closer/ tal$ a)out video intervie#in% process that #ill happen ne't time REE<0DED O5 PERE<SS<O0 5ORE

As students finish As students finish ! min

12

S&))lemental acti*ity: 5ill out a ,To me, art is3- Statement sheet Start or continue dra#in% a picture of your #orld usin% pop culture ima%es from your everyday life/ #hat are thin%s from pop culture that you see everyday+ (hat is the difference )et#een pop culture and your o#n specific culture+ (colored pencil on #hite printer paper" Teacher re-lection -oc&"ed on the le""on a-ter it ha" 7een ta&%ht: Revie# ,To me, art is3- statements and prepare for filmin%&

13

=What i" art> "tatement to 7e di")layed $ith -inal )iece" and to 7e &"ed d&rin% cla""mate inter*ie$ *ideo and )ermi""ion "li) -or -ilmin%:

E6am)le Statement: To me+ art i";everywhereF Art is appreciating the little things in life and finding wonder all around you.

14

LESSON 02
Title/ Video inter*ie$ Teacher Candidate: 4amie 5ry School: Tremont rade Le*el: 2 Len%th o- Cla"" Period: 34 min5 A))ro6imate N&m7er o- St&dent" in Each Cla"" Period: 26 8e%innin% ,ate -or Le""on: 22!D Endin% ,ate -or Le""on: 22!D

Lesson Components:
Critical I""&e98i% Idea: Throu%h the e'ploration of the Pop Art movement and the #or$s of Andy (arhol, students #ill )e%in to understand that the su)*ect of #or$s of art can )e stron%ly influenced and often )ased off of the culture in #hich they come from& This means that, over time, the artistic influences chan%e& They #ill also )e e'aminin% their o#n )eliefs as to #hat art means to them and #hat can )e considered art& Content Standard!"# Addre""ed:
6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people). 4PR

emonstrate motivation, independence and persistent during studio practices to complete art!orks.

%RE evelop and share their ideas, $eliefs and values a$out art. &RE Recogni'e and descri$e the relationship of art!orks to their social and cultural conte(ts.

Per-ormance.7a"ed O7:ecti*e": St&dent" $ill; 3complete a ,to me, art is3- statement that is thou%htful and meanin%ful to them personally 3#or$ to%ether in pairs to create a ,to US, art is3- statement video Per-ormance.7a"ed A""e""ment Strate%ie": Revie# of film clips that #ill )e edited do#n )y the teacher (clipped to%ether to %et rid of #asted foota%e" Revie# of ,to me, art is3- statements that #ill )e attached to their final #or$s A%e.a))ro)riate Voca7&lary: Pop!"ar C!"t!re: the ideas and preferences of people in the current day. Also called pop culture #!n$ane: ordinary, boring or everyday Ironi%: the opposite of what is expected Pop Art: art based on popular culture Printmaking: aking a work of art by creating ultiple, identical copies of the sa e i age. !hink of a sta p. Re$!%ti&e: taking away aterial and keeping only what will be used to create the print Go!ges: tools to carve a sta p Bra'er: rollers to apply ink to the sta p R!((er B"o%k: what an artist carves into a create the sta p Accommodation" -or S)ecial Po)&lation": Students #ill )e #ritin% their statements first #hich #ill accommodate students that have communication issues Students #ill )e allo#ed to dictate their response to their para=professional if this is somethin% that is included in their <EP Students may #or$ to%ether to help each other complete their measurements for mountin%

Pre)aration"
<aterial"9Re"o&rce" -or Teacher -a era for fil ing !ripod !o e, art isH state ent sheets +ackdrop for fil ing in place

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<aterial" -or St&dent" !heir final pieces ounted on black paper !heir !o e, art isH state ent sheet filled out )this will be their script, Bulers Sa-ety Proced&re": Permission slips sent home for approval from parents on filmin% in the classroom

Learnin% Acti*ity
ettin% the Cla""room En*ironment Ready: Set up filmin% area/ )ac$drop, full siHed tripod set up, e'tra camera )atteries, and e'tra memory cards >ave tools and printin% materials ready for students that #ill need to finish any #or$ Proced&re" -or the Teachin%9Learnin% Str&ct&re: Ta"/9In"tr&ction9Proced&re Students come in .ollect permission forms/ those that do not have it, they #ill )e video%rapher O09G no on film #or$& Students that still have #or$ to finish may do so no#/ Pass our tools if needed (safety reminder and tool chec$ list", printin% supplies ready for students that need to finish Students that have not done so already #ill #or$ on their ,To me, art is3- statements Demo mar$in% )lac$ paper for mountin% printsIeveryone around the violet ta)le
5'easure ents: 7 on top, botto , left and right. ; between each print

A))ro6imate Time Allotted 2 min ? min <f 2 #hen needed As they finish 6 min&

Eount finished and dry #or$ to )lac$ paper

5'ark your black paper to ounting your prints 5" shaped glue strands in 1ust the four corners 5!o e, art isH state ents taped by the teacher to hang down fro ounted piece the very botto of the final

One ta)le at a time to film (in the classroom/ )ac$ corner of the room near the )oo$ cases"
5(aris of students will fil together: one will run the ca era while the other one talks and the switch 5While we have fil ing happening we need to keep the noise level C.W/. :f you see y hand up, that eans the noise is to loud and you need to bring it down.

(hile students are filmin%, other students in the class #ill )e mountin% their A prints if this has not )een done or creatin% a picture of #hat their #orld loo$s li$e in pop culture sym)ols2ima%es S&))lemental acti*ity: Start or continue dra#in% a picture of your #orld usin% pop culture ima%es from your everyday life/ #hat are thin%s from pop culture that you see everyday+ (hat is the difference )et#een pop culture and your o#n specific culture+ (colored pencil on #hite printer paper" Teacher re-lection -oc&"ed on the le""on a-ter it ha" 7een ta&%ht: 1ie# video clips as they are made as #ell as at the end of class to see ho# the students are understandin% the concept& Ea$e chan%es #hen needed to ma$e it a )etter e'perience for the other classes&

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<ea"&rement" -or mo&ntin%: 2 inches

1 i n c h

1 inch

2 i n c h e s

2 i n c h e s

2 inches

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