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College of New Rochelle

Graduate Art Education Lesson Plan Format
(Santiago, 2014; modified Spring 2016)

Unit Concept Title

Lesson Plan #
Lesson Title




Time Frame

Lesson Plan Title


Pop Art
Introduction to Pop Art Art History
Jackie DArco
9th/10th Grade
July 2016
1, 40 minutes
Introduction to Pop Art Art History
Examine various techniques of Pop Art using technology

(1 2 sentences)

Common Core
Learning Standards
(CCSS) (list 1)

Standards (NYS;
(list 2)

Learning Objectives
(associated with CCSS
and NYS Standards)
(list 3)

CC.ELA: RH.9/10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.

NYS Standard #2 Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and
resources available for participation in the arts in various roles.
- Use the computer and electronic media to express their
visual ideas and demonstrate a variety of approaches to
artistic creation (b)

NYS Standards #3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the
individual work to other works and to other aspects of human endeavor and
- Analyze and interpret the ways in which political, cultural, social,
religious, and psychological concepts and themes have been explored in
visual art (c)

Students will:
Determine the central ideas/concepts that are show in Pop Art images
(CC.ELA: RH.9/10.2).
Analyze different Pop Art artistic techniques (3.c)
Use technology to evaluate Pop Art images (2.b)

Academic Language

Pop Art, recognizable imagery, visual language, visual characteristics

(list 3)

Materials/Resources !
(list technology, art tools !
and materials)

Tasks (procedures)

Smart/Eno Board
Prezi/Powerpoint Presentation
Visual references of Pop Art artists/artwork
Visual Handouts

Initial Phase
Activating Prior Knowledge
Today, we are going to analyze some artworks from the Pop Art
movement that began in the 1950s and lasted until the 1970s. Based on the
name of this movement, Pop Art, what do you think the name stands for? What
do you think the subject matter of Pop Art artists used?
The art teacher will discuss how to analyze a piece of artwork: When
analyzing a piece of art, consider the first reaction you experience: an internal
reaction, what captures you attention? Then, begin to describe the artwork:
objects, colors, and subject matter. Now begin to interpret the artwork: focus on
the elements and principles of design. Finally, what are you final thoughts and
conclusions about the artwork; what is the artist trying to convey?

Guided Instruction
A visual handout of the images being discussed will be passed to the
students. The visual handout has the artworks being discussed accompanied
with certain elements and principles of art listed on the side, prompting students
discussion topics of the artworks.
During the discussion of each artwork, students will take notes on the
visual characteristics of the artwork. They will use the Analyzing an Image
poster to create responses for each artwork.
Motivate students by using Ping Pong Discussion. Ping Pong Discussion
has ping pongs with written talking points/prompt to engage students in the
conversation of the artwork. Bounce/toss a ping pong to a student in which they
answer the question.
We will first study the artworks of Jasper Johns that produced art in the
1950s under a Neo-Dada movement and how they influenced the emergence of
Pop Art of the 1960s.
Showing two artworks from each artist separately on the Smartboard.
The first artist that will be studied will be Jasper Johns; the picture will
be Flag (1954-55) will be presented on the board: Look carefully at the
artwork, spend a couple of minutes deciphering the shapes, colors, possible
meanings. What is going on in this picture? Is this a recognizable image? What is
it? What makes you say that? Is it a flag or is it geometric shapes in a
composition? Why is this considered high art; why is it hanging in MoMA? What
more can we find?

(corresponds exactly to
each Standard and
Learning Objective)

The final Jasper Johns artwork will be Map (1961): What is going on
in this painting? What do you see that makes you say that? What more can we
find? What is the artist trying to convey in this piece?
Jasper Johns and his contemporaries began reuse the concept of
recognizable imagery from earlier years. We are now going to jump right into
some examples of Pop Art in the 1960s.
The class will continue to discuss three artworks (President Elect, F111 and I Love You With My Ford) by James Rosenquist using methods of
analyzing art and VTS questioning by the teacher to continue an open discussion
about the artworks.

Middle Phase
Independent Practice
During the discussion of the artists and artworks, students will take
notes in their sketchbooks on the characteristics they believe to be
characteristics of Pop Art.

Concluding Phase/Collaborative Learning
The class will have a discussion about the notes theyve been taking
throughout the course of the class.
What do you think are some visual characteristics of Pop Art? What is
the visual language these artists are portraying?
Students will come up to the board and write down the visual
characteristics of Pop Art.

Follow-up (includes enrichment/extension activities)
Students will be given an exit ticket question that they answer on a small slip of
paper and should be given to the teacher in order to continue to their next class.

Differentiated Instruction (corresponds to students identified in prior Task)
Students with and IEP or ELL students receive extra support. The art
teacher will review the discussion questions with support teachers. Discussion
questions may be truncated based on each childs level.
Students are given verbal and visual instructions for the project.
Special needs children will be given the preparation ahead of time and to
be reviewed with the special education teacher.
Blind students will have an audio recording of any written resources. The
art teacher or teachers aide will scribe for the student. The student will be
seated at a computer close to the art teacher.

NYS Standard #2
Use technology to evaluate Pop Art images
Graded based on visual evaluation

NYS Standard #3
Analyze different Pop Art artistic techniques.


Graded based on visual evaluation

(CC.ELA: RH.9/10.2)
Determine the central ideas/concepts that are show in Pop Art images.
Graded based on visual evaluation
Visual Handout

an image

when looking at an image consider the following:

Step ONe: Initial Reaction

Step Two: Description

Step Three: Analysis and interpretation

Step Four: JustiFICation