Pop Art Paintings
![Picture](/uploads/5/7/7/1/5771549/8645429.jpg?152)
Beth Conover
Title: Andy Warhol Pop-Art Painting
Grade: 7th
PA Academic Standards For The Arts And Humanities: 9.1.8.A- Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B- Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C- Identify and use comprehensive vocabulary within each of the arts forms. 9.1.5.F- Describe works of others through performance or exhibition in two art forms. 9.2.8.L- Identify, explain and analyze common themes, forms, and techniques from works in the arts.
Objectives:
Knowledge: Students learn about Andy Warhol and Pop art, composition and color schemes.
Skill: Students learn how pick a successful composition and color schemes.
Attitude: Students learn to be aware of space and perspective. They also become more familiar with composition, color schemes, and diving their paper evenly by using rulers.
Prepare ahead: Gather visuals, former student examples, information on Andy Warhol, pop art, and color schemes, and supplies.
Prior knowledge: Students have some knowledge of the elements of art, and how to paint using paintbrushes. They also have knowledge of primary, secondary, and tertiary colors.
Motivation:
Questions leading the students to discovery:
Okay I need everyone to look up at the board. Does anyone know who this artist is? Good, its Andy Warhol. So I am going to show you a few of his works. What is this a painting of? Right, it’s a Campbell’s soup can. Now is this interesting? Some might think so, but for the most part it is pretty plain/simple, but by repeating them they become much more interesting. He also used vibrant colors so it catches our eyes and our attention. Color can really change an object. Do we all know who this is? Right it is Marilyn and Audrey. So he used images in pop culture, simplified them and then changed the color to make them more interesting. So this art is known as Pop Art, can anyone think why? Right, it was objects from pop culture, and maybe because using complimentary colors POP together. So you will be picking one or two images from pop culture and repeating them three times to create a more interesting painting. So here are a few more examples. What do you notice about them? What is different about them? Is there anything about the colors used? They are complimentary colors. By using complimentary colors together the object/subject becomes more exciting and vibrant.
Demonstration:
Today we will be coming up with our subject/ object and then next class we will be transferring them onto the canvas board. So we DO NOT need to draw the object more than once! By using the transfer method you can create a more complex drawing really easily. So think about simple shapes/ objects. It can be images from pop culture like you favorite baseball teams logo, or a simple still life of a glue bottle and a broken object. We DO NOT need value. So limit your drawing to just lines, because we will be painting them and the details and value will not transfer onto the canvas board. Lets get started brainstorming so we can transfer them next class.
DEMO TWO:
So before we start painting we need to go over color schemes. Color is a very important part of art. So the color wheel is in the back of the classroom and will stay up for the rest of this project so you can refer back to it if you need. So the one important secret we are going to use is complimentary colors. Who can knows what that is? It is colors across from each other on the color wheel. So we care going to use complimentary color schemes for this project. For example if you use yellow on a flower you would want to put it on a purple background to make the flower POP off the page.
Visual Aids: Andy Warhol’s: Marilyn, Campbell’s soup can, flower, and Audrey Hepburn.
Exemplars: Former student work and teacher’s example
Activity:
What will the students do?
Class 1: Complete drawing composition on scrap paper.
Class 2: Transfer composition four times and pick color schemes.
Class 3: Pick color schemes and start painting.
Class 4: Continue/ Finish painting.
Supplies: 18x 12 Paper, pencil, sharpie, colored pencils, and crayons.
Vocabulary: Primary, secondary, and tertiary colors, color wheel, atmospheric space, perspective, line drawings, elements/principles of art, and environment.
Closure: What did you learn today? What makes a tertiary color? What will you do next class? What makes a successful composition? What artist did I talk about today? What artwork did we look at today?
PA Academic Standards For The Arts And Humanities: 9.1.8.A- Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B- Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C- Identify and use comprehensive vocabulary within each of the arts forms. 9.1.5.F- Describe works of others through performance or exhibition in two art forms. 9.2.8.L- Identify, explain and analyze common themes, forms, and techniques from works in the arts.
Assessment Strategy: What assessment strategy tool will I use to evaluate the learning outcomes? Rubric will evaluate their project. Students will fill out a project evaluation sheet that will gauge their knowledge of the project, elements of art and composition.
Correlated Activity? (What art activity will follow) Students will continue focusing composition and familiarizing themselves with color mixing.
Reflections: I feel this lesson is successful, because it focuses on color schemes. The painting details should test their fine motor skills. The focus on composition will force them to think creatively.
Title: Andy Warhol Pop-Art Painting
Grade: 7th
PA Academic Standards For The Arts And Humanities: 9.1.8.A- Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B- Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C- Identify and use comprehensive vocabulary within each of the arts forms. 9.1.5.F- Describe works of others through performance or exhibition in two art forms. 9.2.8.L- Identify, explain and analyze common themes, forms, and techniques from works in the arts.
Objectives:
Knowledge: Students learn about Andy Warhol and Pop art, composition and color schemes.
Skill: Students learn how pick a successful composition and color schemes.
Attitude: Students learn to be aware of space and perspective. They also become more familiar with composition, color schemes, and diving their paper evenly by using rulers.
Prepare ahead: Gather visuals, former student examples, information on Andy Warhol, pop art, and color schemes, and supplies.
Prior knowledge: Students have some knowledge of the elements of art, and how to paint using paintbrushes. They also have knowledge of primary, secondary, and tertiary colors.
Motivation:
Questions leading the students to discovery:
Okay I need everyone to look up at the board. Does anyone know who this artist is? Good, its Andy Warhol. So I am going to show you a few of his works. What is this a painting of? Right, it’s a Campbell’s soup can. Now is this interesting? Some might think so, but for the most part it is pretty plain/simple, but by repeating them they become much more interesting. He also used vibrant colors so it catches our eyes and our attention. Color can really change an object. Do we all know who this is? Right it is Marilyn and Audrey. So he used images in pop culture, simplified them and then changed the color to make them more interesting. So this art is known as Pop Art, can anyone think why? Right, it was objects from pop culture, and maybe because using complimentary colors POP together. So you will be picking one or two images from pop culture and repeating them three times to create a more interesting painting. So here are a few more examples. What do you notice about them? What is different about them? Is there anything about the colors used? They are complimentary colors. By using complimentary colors together the object/subject becomes more exciting and vibrant.
Demonstration:
Today we will be coming up with our subject/ object and then next class we will be transferring them onto the canvas board. So we DO NOT need to draw the object more than once! By using the transfer method you can create a more complex drawing really easily. So think about simple shapes/ objects. It can be images from pop culture like you favorite baseball teams logo, or a simple still life of a glue bottle and a broken object. We DO NOT need value. So limit your drawing to just lines, because we will be painting them and the details and value will not transfer onto the canvas board. Lets get started brainstorming so we can transfer them next class.
DEMO TWO:
So before we start painting we need to go over color schemes. Color is a very important part of art. So the color wheel is in the back of the classroom and will stay up for the rest of this project so you can refer back to it if you need. So the one important secret we are going to use is complimentary colors. Who can knows what that is? It is colors across from each other on the color wheel. So we care going to use complimentary color schemes for this project. For example if you use yellow on a flower you would want to put it on a purple background to make the flower POP off the page.
Visual Aids: Andy Warhol’s: Marilyn, Campbell’s soup can, flower, and Audrey Hepburn.
Exemplars: Former student work and teacher’s example
Activity:
What will the students do?
Class 1: Complete drawing composition on scrap paper.
Class 2: Transfer composition four times and pick color schemes.
Class 3: Pick color schemes and start painting.
Class 4: Continue/ Finish painting.
Supplies: 18x 12 Paper, pencil, sharpie, colored pencils, and crayons.
Vocabulary: Primary, secondary, and tertiary colors, color wheel, atmospheric space, perspective, line drawings, elements/principles of art, and environment.
Closure: What did you learn today? What makes a tertiary color? What will you do next class? What makes a successful composition? What artist did I talk about today? What artwork did we look at today?
PA Academic Standards For The Arts And Humanities: 9.1.8.A- Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B- Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C- Identify and use comprehensive vocabulary within each of the arts forms. 9.1.5.F- Describe works of others through performance or exhibition in two art forms. 9.2.8.L- Identify, explain and analyze common themes, forms, and techniques from works in the arts.
Assessment Strategy: What assessment strategy tool will I use to evaluate the learning outcomes? Rubric will evaluate their project. Students will fill out a project evaluation sheet that will gauge their knowledge of the project, elements of art and composition.
Correlated Activity? (What art activity will follow) Students will continue focusing composition and familiarizing themselves with color mixing.
Reflections: I feel this lesson is successful, because it focuses on color schemes. The painting details should test their fine motor skills. The focus on composition will force them to think creatively.