UnitonPopArt

RATIONALE/PHILOSOPHY
GRADE6ARTUNIT:POPART

Thisunitisfocusedonrecognizingtheneedforacombinationofthefourartdisciplines:arthistory,artcriticism,
artproduction,andaesthetics.Atthisstageofartisticgrowth,theGangAge:TheDawningRealism,itisimportant
tofulfilthestudents'needsforhandsonactivitiesandindividualexperiencewithart.Themajorityofthisunitwill
bespentonproducingart,whilethesestudentswillalsobeexposedtotheconcepts,viewingotherartists,talking
abouttheirwork,andincreasingtheirskilllevels.ThemajorityofthesechildrenhavemovedfromtheSchematic
StagetotheGangAgewheretheyarelearningnewperceptionsontheworld.IntheSchematicStagetheylearnedto
drawwhattheyknow.Theylearnedtoestablishabaselineandaskyline,lacktheabilitytooverlapobjects,objects
arerepresentedintwodimensionalorganizationandhaddevelopedsymbolsfortheenvironment.Thesestudents
havenowenteredtheGangAgewheretheirawarenessforpeople,objects,andthephysicalenvironmentis
increasing.Objectsarebeginningtohaveinterrelationships,overlap,developdetail,andwecanseethe
disappearanceofthebaselineinfavoroftheplaneThisunitwillstrivetokeepconceptssimple,yetitwillpresent
worktothestudentsinamannerthatchallengestheirperceptionsoftheworldandincreasesthefeelingofcreativity
andindividualityamongeachstudent.PapArthasbeenchosenbecauseitinvolvessomanyotheraredisciplines
suchasdrawing,painting,andcollaging.Also,thereisanexceptionalexhibitgoingonattheSouthernAlbertaArt
ExhibituntilearlyOctoberthatwouldbefantasticforthekidstosee.PopArtisavisuallystimulatingperiodthat
involvesmanyexamplesofthevariousartdisciplines,andwhoseconsumer/commercialbasecanbeeasily
identifiedwithbythestudents.StudentswilllearnaboutArtProduction,andasaresultofthenumeroustechniques
involvedwithPopArt,theclasshasthepotentialtoproducemanydifferentworks.Inviewinganddiscussingartists
suchasAndyWarhol.,aRoyLichtenstein,andMelRamos,studentswilllearnimportantaspectsofArtHistory.
Studentswillhaveachancetothink,speak,andtalkabouttheirworkandtheworkofothersintheimportantart
disciplineofArtCriticism.Finally,increatingaclassroommosaicmadeupofmanydifferentartists,thestudents
willlearnabouttheimportanceof
Aesthetics.
Note:Responseofprofessor(JaniceRahn)areinitalics.
PopArtwouldbeagoodintroductiontoteachcriticalawarenessofadvertising.TieinwithhandoutIwrotefor
youandpresentedinslidesofadstoteachvisualliteracy.

BLUEPRINTORABBREVIATEDLESSONPLANS
UNIT:POPART

Lesson#1OrdinaryWordsMakeExtraOrdinary
ThestudentswillbegintheclasswithanintroductionofworksdonebyPopArtistEdRuscha.followingthe
presentation,theteacherwilldiscussworkspresentedandintroducerequiredvocabularyfortheunit.Aquick
reviewoftheprintsmaybenecessarytosolidifyunderstanding.Studentswillthenbetaughttheconceptsbehindthe
colorwheel,primaryandsecondarycolors,andmostimportantlycomplementarycolors.afterabrieflecture,the
studentswillbegiventimetoworkondevelopinganordinarywordthatdoesnothaveanassociationtoanything,or
torelatively"normal"subjectmatter.Studentswillbegiventimetoprinttheirchosen"ordinary"wordandprintit
neatlyinthemiddleofthepage.Oncethishasbeendone,studentswillselectapatterntodrawbehindtheirword.

Afterawordhasbeendrawn,patternsketchedin,andtwocolorschosen,thestudentisreadytocolor.Thislesson
shouldtakeoneclass.
Whatdoesitmeantoreadanimageliterally?symbolically?
Lesson#2AdvertisingAsArt
Asanintroductiontoadvertisingasart,theteacherwillpresentanumberofworksfromAndyWarhol'sCampbell's
SoupCan,MelRamos(ifappropriate),andotherartistswhohaveappropriateditemsfromPopCulture.Duringthe
presentation,theteacherwillintegraterequiredvocabularyfortheunit.Afterthelecture,studentswillbegiventhe
mainobjectivesfortheclassandtimetocompletetheirwork.Mainobjectivesaretochooseaproductfromsupplied
advertisementpagesandreproduceasingleproductinaPopArtfashion.studentswillbeencouragedtochoose
productsthatwillattractattentionintheschoolhallwaysandcreatesomesortofconversation.Studentswillbe
giventimetochooseaproduct,sketcharoughoutlinetoillustrateabilitytoreproduceaccurately,thenallowedto
workontheirgoodcopy.Thislessonshouldtaketwoclasses.
Studentscouldcreatetheirownimaginaryproductalongwithtextwhichpromisesresultsandtargetsa
particularconsumer.Aperformanceelementcouldbeaddedstudentsworkinpairstocreateandperforma
commercialvideotapeit.Firstlookatadsaskquestionstoencouragecriticalviewing.
Lesson#3CroppingAndCombiningImages
SlidesorpicturesofJamesRosenquist,EdRuscha,andRobertRauschenbergwillbeusedtointroducethislesson.
Bythispoint,studentshaveencounteredmandifferentcomponentsofPopArt.Theywillnowbeintroducedto
artistswhosesuccesshascomelargelythroughcombiningthesetechniques.Aquickreviewofpreviousconcepts
maybenecessarytoensureproperunderstanding.Forthisclass,studentswillbechallengedtochoosethreeitems
thathaveacommontheme.Throughcollaging,painting,drawing,text,andreproducing,studentswillconstructa
workthatillustratestheirknowledgeofPopArttothispoint.Thisassignmentwillprobablytaketwoclasses.
Studentscouldbeginthisassignmentbybeingaskedtoputtworandomimagestogetherputuphaveothers
respondbycreatingastoryliningthetwo.Thisshowsthatpeoplewill"read"andinterpretimagecreatinglinks
betweenthem.
Lesson#4ColorfulLettersAndNumbers
ArtistssuchasJasperJohnsandRobertIndianawillbeshowntointroducethislesson.Theteacherwillinitiate
discussiononthesubjectmatterofPopArtandwhythefeaturedartistschosetheirpersonalsubjectmatter.PopArt
takesregularitemsanddrawsattentiontothem.Discusshowtheseartistswantedsubjectmattertodominateover
symbolicmeaning,andwantedtogivetheviewersomethingpurethattheycouldenjoyandnothavetointerpret.
Discussvariousmethodsthattheycouldpresenttheirsubjectmatter.Talkaboutdrawingorpainting,and
overlapping,hatching,crosshatching,anddotting.Studentswillbegiventimetodecideonwhatwouldbest
communicatetheirfeelingstowardacertainletterornumber.Again,studentswillbeencouragedtoworkonarough
copyandsolidifytheirideas.Onlythencantheygoontothegoodcopy.Thislessonwilltake2classes.
Lesson#5SymbolsofOrdinaryLife
ThislessonwillbeginanintroductiontopaintingsanddrawingsbyRoyLichtensteinandAndyWarhol.Theteacher
willpointouthowthesimplificationofobjectscantightenacompositionanddrawattentiontocertainaspectsofa
work.Studentswillbeencouragedtothinkofanitemthathasspecialmeaningtothem,(studentswillhavebeen
instructedtohavebroughtthisitemtoclassbeforetoday),andhowtheycouldportrayittogiveitaspecial
meaning.Aftertheintroduction,studentswillbeencouragedtosketchtheobjectsanumberoftimesindifferent
positions.Onceafavoriteposehasbeenachieved,thestudentisfreetogoontothegoodcopywheretheywillfirst

sketchtheobjectassimplyandaccuratelyaspossible,andthencangoonandcoloritwithoilpastels.Remind
studentsthatcomplexityisnotdirectlyrelatedtosuccessofawork,andperiodicallyrefertoLichtensteinand
Warhol.
UsingLichensteinasanexamplestudentscouldchoosepartofacomicimagechangethescalereproduce
usingvariouspaintingtechniquesandcolorswhichtheylearnedpreviously.
Lesson#6Collaging
Ashortintroductionwillbegiventoillustratetheconceptofcollaging.ThisclassisbasicallyawrapupofPopArt
andisdesignedtoallowchildrenmaximumfreedomofexpression,withinthelimitsoftheobjectives.Theteacher
willreviewconceptsprevioustalkedaboutandremindthestudentstoincorporateanumberofdifferentideasinto
thiscollagework.discussiconsandtheuseoftheminPopArt,andencouragediscussionofpotentialiconsoftoday
foruseinthiscollage.Afterabrieflectureandreviewofpreviousclassesandtheobjectivesforthisclass,students
willbegiventimetoworkontheircollagewhichshouldfocusaroundacommon"theme".Studentwillhavebeen
previouslyinstructedtohaveanumberofitemsorpicturesofitemsthattheywishtocollageintooneworkforthis
class.
Thiswouldbeagodlessontoteachcriticalawareness.LookatAdbusters'magazine.Havethestudentsmake
theirownadwhichisaspoofofarealad,orcollageimagesandtextwhichmakesacriticalstatementaboutan
issuerelatedtoadolescents.Eg:genderstereotyping,challengesidealsofbeauty,severingtieswithcorporations
andotherissuesofidentity.

LESSON#1ORDINARYWORDSMADEEXTRAORDINARY
SpecificObjectives
Psychomotor
Thestudentwillcontinuetoexplorewaysofusingdrawingmaterials
Cognitive
Thestudentwillunderstandhowfeelingsandmoodscanbeinterpretedvisually.
Thestudentwillunderstandhowcolorharmoniesaffectthemoodandthefeelingoftheviewer.
Affective
Studentswillbeencouragedtoshowenthusiasmandinterestinart.
Vocabulary
centralfocus,pattern,line,PopArt
MaterialsandResourcesNeeded
Rushca,Ed.Flash,L.A.Times.1963
Rushca,Ed.TalkaboutSpace.1963
slideprojectorand/orbookstouseasexamples
LessonSequence
IntroducePopArt,howthemovementwasborn,andwhatitmeansnow.

TalkaboutcommonthemesinPopArtpieces(simplicity,appropriatedimages).
AskstudentswhattheythinkofPopArt(ShowAndyWarholandLichtenstein)
WewillbechoosingordinarywordsandmakingthemstandoutusingtechniquesthatthePopArtistsdid.
1.Wewillchooseonewordthatisnotassociatedwithanything,justanordinaryword(childrenwillmakealistof
105letterwordsthennarrowdown).
2.Wewillcarefullyprintthatwordinlarge,blocklettersinthemiddleofthepage,usingasmuchofthepageas
possible.
3.Wewillselectanddrawasymmetricalpatterninthebackgroundof
thewordsoastocreateanattractiveatmospherefortheword,butnotoverpowerit.
4.Wewillchoosetwocolorswithwhichtocolorthewords,complimentarycolorscanbeintroducedhere,asthey
areexcitingandimportantinartvocabulary
5.Wewillcolorthewordandpatternalternatingcolors,andfinally,outlinethewordinathin,blackoutline.
Closureisshowingsomesuccessfulpiecesinfrontoftheclass,encouragingandpraising,andcomparingstudent
worktoPopArt.
Evaluation
Studentswillbeevaluatedonthestandard5pointscaleasseenintheElementaryReportCard(5Excellent,4
VeryGood,3Satisfactory,2ImprovementNeeded,1Unsatisfactory)
AtestonthehistoryofPopArtandimportantcomponentsofPopArtwillbegivenlaterinthisunit.

LESSON#2ADVERTISINGASART

SpecificObjectives
Psychomotor
Studentswillusemodelstomakedrawingswithincreasingaccuracy
Studentswillabstractorsimplifyforms.
Cognitive
Studentswillunderstandreasonsformakingimageswithanincreasingdegreeofdifficultyandsophistication,
studentswillexpressafeelingormessage.
Studentswillunderstandthatspecificmessages,beliefs,andinterestscanbeinterpretedvisuallyorsymbolizedto
createanoriginalcomposition,object,orspacebasedonsuppliedmotivation.
Affective
Studentswillactwithconsiderationandcareofclassmates.s
Vocabulary
literalvs.symbolicmeaning,abstraction,simplification,advertising,consumerism.
MaterialsandResourcesNeeded
Warhol,Andy.CampbellsSoupCan.
Ramos,Mel.Chiquita
Pagesofadvertisementsofproductsfromlocalstores.

pencils,eraser,pencilcrayons,ruler.
LessonSequence
IntroducePopArt,andcreateadiscussionofadvertisinganditsplaceinarthistory,also,whatdoesthisartmeanto
us?
Explainitwasbornoutofcommercialismandmassadcampaignsofthe60's
TalkwillbecommonthemesinPopArtpieces(simplicity,appropriatedimages).
Wewillbechoosingproductsfromthelocalnewspapersandreproducingthemascloselytotheoriginalaspossible.
TheseproductswillthenstandoutasworksbythePopArtistdid.
1.Wewilldrawlightlytheoutlineofourproductstoensureaccuracy(andaffectoftheintendedmessage).
2.Wewillthendarkentheimageandproducttogainanoverallsenseofreadinessintothecoloringstage.
3.Wewillthencarefullycolor,continuallycheckingtheaccuracyofwork.
Closureisshowingsomesuccessfulpiecesinfrontofclass,encouragingandpraising,andcomparingstudentwork
toPopArt.
Evaluation
Studentswillbeevaluatedonthestandard5pointscaleasseenintheElementaryreportCard(5excellent,4
VeryGood,3Satisfactory,2ImprovementNeeded,1Unsatisfactory)
AtestonthehistoryofPopArtandimportantcomponentsofPopArtwillbegivenlaterinthisunit.

LESSON#5SYMBOLSOFORDINARYLIFE

Specificobjectives
Psychomotor
Studentswillusedistortionoflineandshapeindrawingforspecialeffects,cartoons,orcaricatures.
Cognitive
Studentswillunderstandthatshapescanbedistortedorreducedtotheiressences.
Studentswillunderstandthatarrangementofformsintoshapesandpatternscantightenadesign,directattention
andholdinterestinacomposition.
Studentswillunderstandthattransitionsofcolor,texture,ortonerelatethepartsofacompositiontoaunified
whole.
Affective
Studentswillwillinglyexperimentwithdifferentstyles,techniques,etc.asisrequired.
MaterialsandResourcesNeeded
Lichtenstein,Roy.Whaam.1963
Lichtenstein,Roy.BigPainting.1963
Warhol,Andy.Popeye
Seelesson19inAdventuresinArt,LauraChapman.
LessonSequence
Introduceiconsandaskkidstothinkaboutshoes.Whatwouldapaintingofshoesmeantoyou?
Discussideaofshoesassymbolsoflifeandthesubjectofstilllife.

Whatdoesadvertisingmakeyouwanttodo?(Buytheirproduct)
Artistswhoworkinthisstylegetmanyoftheirideasfromadvertisingandotherthingsthatmanypeopleseeorbuy.
Popartistshavecreatedartworksabouthotdogs,comicstrips,moviestars,andbillboardsigns.
Findanitemthathasaspecialmeaningtoyou.Havestudentssketchitinseveraldifferentpositions.
Thinkaboutyoursubjectasasymbolforaperson,awayoflife,oraspecialtime.
Goalofthislesson:createanartworksothatthecolors,textures,andothervisualelementshelptellaboutthe
meaningoftheshoes.Plantheartworksothattheobjectisthecenterofinterest.
Closethelessonbyparaphrasingtheobjectives.
Evaluation
Studentswillbeevaluatedonthestandard5pointscaleasseenintheElementaryReportCard(5Excellent,4
VeryGood,3Satisfactory,2ImprovementNeeded,1Unsatisfactory)
AtestonPopArthistorywillbegivenlaterinthisunit.
Askstudentstogetintotheirgroupsanddiscusseachother'swork.Askthemtofocusonthesymbolism,special
characteristicsanddesignqualities.
Askeachgrouptoidentifysomestyledifferences(realism,expressionism,abstraction)intheirdrawings.
Calloneachgrouptoshare,withtheclass,someinsightsgainedfromdiscussingeachother'swork.
Thiscouldeasilybeusedtoteachcriticalawarenessofhowadswork:Whoaretheytargeting?Whatisthe
relationshipofimagetotext?Howdoadsgetyourattention?Whatarethesubliminalmessages?Lookat
BarbaraKrugerPutsherowntextonadswhichcausesadefamiliarizationofyourusualexpectations.

LESSON#6COLLAGING

SpecificObjectives
Psychomotor
Studentswillcontinuetoexplorewaysofusingdrawingmaterials.
Cognitive
Studentswillunderstandthataformcanbeexaminedanalyticallytoseehowthewholeiscomposedofitsparts.
Studentswillunderstandthatartisticstyleaffectstheemotionalimpactofanartwork.
Affective
Studentswilllearnhowimportantitistoacceptjustifiedcriticismfromothers.
MaterialsandResourcesNeeded
Rauschenberg,Robert.Estate.1963
Rosenquist,James.F111.1965
LessonSequence
Discusstheideaofcollagingintechnicalterms.juxtaposingimagesandtextlayeringmeaning
Askthekidstothinkofthingsthatmaybeusedincollaging(paint,pencil,cutpaper,pictures)
Whatkindofpicturesdoesthiscontain?(ShowRauschenbergslide).
Discussiconsagainandbrainstormastoideasoriconsthattheycouldincorporateintoart.Whataretheiconsof
theirgeneration?
First,weneedtocomeupwithindividualplansonthethemeofyourworks.

Thethemeswilldependonthesubjectmatterthatyouhavechosen.
Arrangeyoursubjectmatterinasketchydrawinginyourscribbler.
Giveeveryoneabout10minutestobrainstorm.
Whenyou'rereadytogoontothegoodcopy,putupyourhand,I'llgiveyouthegreenlighttogoifyou'rereadyto
startyourgoodcopy.
Giveout1hallpasstoeveryonewhichmeanstheycantakeone10minutetriptotheartroomtocollageaportion
oftheirwork.
Givechildrengoals...
tobedonetheirroughcopyby8:45
tobecollagedby9:30
tobe3/4donetheirgoodcopyby10:10(recess)
Closethelessonbyparaphrasingtheobjectives.
Evaluation
Studentswillbeevaluatedonthestandard5pointscaleasseenintheElementaryReportCard(5Excellent,4
VeryGood,3Satisfactory,2ImprovementNeeded,1Unsatisfactory)
AtestonthehistoryofPopArtandimportantcomponentsofPopArtwillbegivenlaterinthisunit.
Askstudentstogetintotheirgroupsanddiscusseachother'swork.Askthemtofocusonthesymbolism,special
characteristicsanddesignqualities.
Askeachgrouptoidentifysomestyledifferences(realism,expressionism,abstraction)intheirdrawings.
Calloneachgrouptosharewiththeclass,someinsightsgainedfromdiscussingeachother'swork.
Howwouldtheyrepresentthemselvesusingicons?
Howwouldtheyrepresenttheirgenerationpolitically,socially,economicallycomparedlet'ssaytothe60's
when"popart"becomeaterm?