Lesson Plan The Academy for Technology & the Classics~Cultivating Fearless

Learners

Instructors name: Cermanski Course/Grade: Creative Comprehensive
Week of:
October 3 to October 13
Unit Name:
Pop Art

(1A) Common Core/ NM Content Standards:
NMVA1, 2, 4, 5, 6, 7,8

(1A) Essential Question(s):
What is pop art?
How can I make my own pop art piece?
What parts of popular culture do I want to
comment on?
(1A/B) Connections (prior learning/prior
knowledge):
Students are familiar with Andy Warhol
and his artwork from popular culture
Students can relate to popular culture since
they are immersed in it through fashion,
film, etc.
(1E) Other considerations (modifications,
accommodations, acceleration, etc.):
Students who are having trouble with
coming up with his/her own idea will get
assistance from me
More advanced students can do a series of
pop art pieces
(1D) Resources/Materials
Teacher: Images of the works of Andy Warhol,
Claes Oldenburg, and Roy Lichtenstein
Students:
Materials of choice (no acrylic paint)
(1F) Assessment (How will you monitor progress and know students have successfully met
outcomes? What happens when student do and dont understand?)
Daily: Daily observations of students experimenting with artistic ideas.
This Week: Completion of piece
Unit: Final piece and participation in critique

(1B) Lesson activities for instructor and students (1F)
Embedded Formative Assessment
FRIDAY OCT 3
(1C) Learning TargetTSW learn about
pop art and what has inspired this art
Do NowWhat do you know about Andy Warhol? Pop
Art?

movement. TSW know this once he/she
has a sketch for his/her own Pop Art piece.

I. Ask students what they know about Pop art
II. Show images of pop arttalk about use of
color and flat/deep space
III. Describe projectstudents may choose
medium of choice
IV. Demonstrate collage
V. Start on sketch
(1F) Embedded Formative Assessment: One on one
checks on sketches
(1B): Closing Activity: Review Pop art
MONDAY OCT 6
(1C) TargetTSW learn how to create a
strong design using either flat or deep
space through color and form. TSW know
this once his/her sketch shows flat or deep
space.
(1c) Do NowFinalize sketch and let me
know when youre finished

I. Finish sketch, incorporating flat or deep space and
show me
II. Start on final piece

(1F) Embedded Formative Assessment: Check final
sketches
(1B): Closing Activity: Students share sketches
TUESDAY OCT 7
(1C) TargetTSW learn to use contrast in
his/her art piece. TSW know this when
his/her piece has sufficient contrast.
(1c) Do NowShow your work to person
sitting next to you and get feedback about
how to use contrast in your piece
Continue on piece, focusing on contrast

(1F) Embedded Formative Assessment: Check student
use of contrast
(1B): Closing Activity: Student share work
WEDNESDAY OCT 8
(1C) TargetTSW learn to balance his/her
piece in terms of color and form. TSW
know this when his/her piece is balanced
in color and form.
(1c) Do NowGet feedback from peer
about how to balance piece in color and
Continue on piece, making sure piece is
balanced in color and form.

(1F) Embedded Formative Assessment: Check on
balance in student pieces
(1B): Closing Activity: student share
form
THURSDAY OCT 9
(1C) TargetTSW learn how to use strong
craftsmanship to make an artwork. TSW
know this once his/her piece is neat, clean
and free of smudges and rips.
(1c) Do NowTalk to your neighbor
about how to improve craftsmanship.
Continue working on piece, being sure to
use good craftsmanship.

(1F) Embedded Formative Assessment: Check student
work in terms of craftsmanship
(1B): Closing Activity: student share
FRIDAY OCT 10
(1C) TargetTSW learn how to create a
focal point in his/her piece. TSW know
this once his/her focal point is clear.
(1c) Do NowTalk to your neighbor
about if the piece has a clear focal point,
and if not, how to make it more clear.
Continue working on piece, making sure
the focal point is clear

(1F) Embedded Formative Assessment: Check student
work for clear focal point
(1B): Closing Activity: student share
MONDAY OCT 13
(1C) TargetTSW learn how to make sure
his/her piece is unified. TSW know this
when all his/her marks and colors are
balanced, thus making the piece unified.
(1c) Do NowDo all of your marks seem
unified, or are there some that seem to be
out in left field?
Today focus on fixing the marks/colors that
need to be corrected to make the piece
more unified.

(1F) Embedded Formative Assessment: Cold call on
how to check for unity in an art piece
(1B): Closing Activity: student share
TUESDAY OCT 14
(1C) TargetTSW learn how to
participate effectively in a critique. TSW
know this after he/she has made several
strong critical comments about his/her
peers work.
(1c) Do NowTake out your piece and
grade yourself.
CritiqueFocus on space, contrast, and focal point when
discussing student works.

(1F) Embedded Formative Assessment: Participation in
critique
(1B): Closing Activity: What did you learn from the
critique?