Art 305 Lesson Plan

Group Members: Nichole Daniels

Lesson Title: Pop Art Political Figure

Grade Level: 9-12 (Proficient) Length of 1.5 days

Lesson:
Brief Description: Using the app PopArt FX, students will create an Andy Warhol-like portrait of
a political or public figure that communicates an idea or a feeling based on the
image and colors they use, while they reflect on their own beliefs and how
their aesthetics are influenced by those beliefs.

State Standards: Content Standard 1 Artistic Perception

1.3: Research and analyze the work of an artist and write about the artist's
distinctive style and its contribution to the meaning of the work.
Content Standard 2 Creative Perception
2.3: Develop and refine skill in the manipulation of digital imagery (either
still or video).
Content Standard 3 Historical and Cultural Context
3.4: Discuss the purposes of art in selected contemporary cultures.
Content Standard 4 Aesthetic Valuing
4.1: Articulate how personal beliefs, cultural traditions, and current social,
economic, and political contexts influence the interpretation of the
meaning or message in a work of art.
Content Standard 5 Connections, Relationships, Applications
5.2: Create a work of art that communicates a cross-cultural or universal
theme taken from literature or history.

Common Core Common Core Standard - N/A

Standard:
Big Question: Select a prominent political or public figure, find a photograph of them, and
use the PopArt FX app to create a visually striking image that conveys a sense
of the persons personality, political beliefs, or emotion.

Objectives Students will be able to write about Andy Warhols silkscreened flat-color
print style, and how that influenced the meaning of his work (1.3). Students
will be able to manipulate an image of their choosing using the PopArt FX
app on their cellphones or tablets (2.3) that communicates an identifiable
emotion or opinion based on the admirable figure they select to represent
(5.2). Students will discuss how the work of Andy Warhol influenced popular
culture and the art world during the height of his productivity and how we can
see the influence of his work in the art world today (3.4). While students will
also be analyzing Warhols work, they will also reflect on how their personal
beliefs, political contexts, culture, etc. influence the figure they choose and
the work they create with an image of that figure (4.1).
Art History: Pop Art, Andy Warhol, silkscreen, screenprint, graphic arts, contemporary art

Major Themes: Political activism, civil rights, cultural influences

Elements/ balance, composition, Pop Art, contemporary art,

Principles: color, value Vocabulary: screenprint, graphic, aesthetics

Materials needed: cellphone or tablet, an image, and 99 cents

Anticipatory Set First, a short introduction video to Andy Warhol:

https://www.youtube.com/watch?v=7VH5MRtk9HQ. Then another shorter
video describing one of his political works, a portrait of the communist leader
Mao: https://www.youtube.com/watch?v=BcHhyWogZ2c.

Teaching Strategies Student Activities

Day 1
Show a short Youtube video introduction to
Pop Artist Andy Warhol, followed by another
short video describing the portrait he
screenprinted of the communist leader Mao.
Show some more examples of some Warhols
portraits. (5-10 min.) Ask students how they
think Warhols portraits of famous people and
political figures communicates to an audience.
Have them write their thoughts in their
sketchbook, then ask them to discuss in their
table groups, ask for any thoughts or opinions
(5-10 min.)
Day 1
Students watch videos, and write in their
sketchbooks a short response about how Andy
Warhols representations of celebrities and
political figures tried to influence the viewers.
Students will then discuss at their tables some of
their thoughts. Once prompted, students will
volunteer some of their ideas, or things they heard
other students say.
Students research the person they want to
represent, and finding a quality photograph that
conveys the meaning they wish to portray.

Introduce the app PopArt FX, and show
students the example of the portrait I made of
Angela Davis. Also show them the steps I took
using the app to create the image I wanted.
(5-10 min.)
Ask students to choose a political figure,
activist, public figure, etc. (not a celebrity); and
have them carefully choose a photograph of
that person to manipulate using the PopArt FX
app to convey a feeling or opinion using the
image they select and how they use color. Ask
students to begin researching their person, and
begin working on their image. (approx. 20
min.)
Once students have their image, they will begin
manipulating their photo in the PopArt FX app.
Students will write in their sketchbooks a
beginning response to the prompt about why they
chose their person, and why they depicted them
the way they did.
HW: Students will need to finish their response to
the prompt, if they did not finish in class, and
need to come prepared to share their image and
talk about it the following class.

For the last 10 to 15 minutes of class, I will

give students a prompt to write about why they
chose the person they did, and how their
culture, political/religious beliefs, experiences,
etc. influenced their decision to depict that
figure, and how they depicted them.

Assessment plan: Informal:

Students write reflections in the sketchbooks after discussing Andy Warhols
portraits. Sketchbook points are given periodically, and required entries are
checked for completeness and thoughtfulness.

Formal:
Students will write a response to a prompt about why they chose the person
they chose, and how their personal background influenced their aesthetic
choices. This response, along with their finished piece, will be graded
together. As long as the student is able to articulate their choices in a
thoughtful and logical manner, completed the assignment, and are able to
justify their choices, they will receive full credit.

Closure: Students will participate in a mini critique where we put all the pieces on the
wall, and each student will receive five Post-Its. They will place those five
Post-Its on five separate pieces, delineating the ones they believe are most
successful. We will discuss the pieces what receive the most Post-Its, and the
teacher will lead a conversation about what makes them the most successful,
asking for student opinions.