NAME Brea Berry

UNIT TITLE Roy Lichtenstein Portraits

GRADE 6th
LEVEL

DURATION 4 days

SAMPLE

RATIONALE To start the year off for these students that have already had a year of art in which
they focused on working with different materials, they will use simple methods to
create work that eases them into art again but also forces them to take a look at
themselves. They will learn about a art movement and incorporate their learning
into their work.

CENTRAL Pop Art is for the masses and a very familiar art medium that pushed the
FOCUS boundaries of traditional art. It incorporates aspects such as advertising which
surrounds everyone each day and is very much a part of our lives. Students will
learn about the culture of Pop Art and three artist, Claes Oldenburg, Andy Warhol,
and Roy Lichtenstein, who were leading figures in the movement. They will also
watch a short video clip on it. Students will then sketch out some ideas they want to
do on their Roy Lichtenstein inspired portraits and take pictures of themselves or
others on school cameras or their laptops. Students will next use the printed out
photo to use the graphite method to transfer a outline image of their face. Students
will them create a background and use a word bubble or onomatopoeia. Students
will next use primary and neutral colors to color their image and finally complete a
self reflection for their exit ticket. A pop art worksheet will be available during any
down time.

STANDARD(S) Lesson 1
1PE Describe how art and design elements and principles are used in artwork to
produce certain visual effects and create meaning.
Lesson 2
 3PR Generate ideas and engage in thoughtful planning when solving a visual art
problem.
2PR Experiment with a variety of techniques and working methods when creating
an original work of art.
Lesson 3
RE Assess personal progress to improve craftsmanship and refine and completes
works of art.

OBJECTIVES Lesson 1
Students will use art and design elements to understand certain visual effects and
meaning in pop art during the presentation.
Lesson 2
Students will generate ideas for their project and plan out how they will create their
composition on a worksheet.
Students will experiment with a variety of techniques from, ben-day dots, stripes
and solid line color to create their work,
Lesson 3
Students will assess their progress and improve craftsmanship skills and complete a
worksheet reflecting on what they have learned from the project.

ACADEMIC Vocabulary:
LANGUAGE Pop Art: an art movement that emerged in the United Kingdom and the United
States during the mid- to late-1950s. The movement presented a challenge to
traditions of fine art by including imagery from popular and mass culture, such as
advertising, comic books and mundane cultural objects.
Ben-Day Dots: A printing process, depending on the effect, color and optical
illusion needed, small colored dots are closely-spaced, widely-spaced or
overlapping.
Onomatopoeia: the formation of a word from a sound associated with what is
named.
Composition: the placement or arrangement of visual elements or 'ingredients' in a
work of art.
Appropriation: the action of taking something for one's own use, typically without
the owner's permission.

RESOURCES 8.5 by 11 Photos, 9 by 12 Construction Paper, Markers, Fine Point Markers,

MATERIALS Pencils, Erasers, Graphite Pencils, Black Sharpies, Cameras
EQUIPMENT

ASSESSMENT Student will complete a Reflection Worksheet answering what they learned from
Lesson 1 such as what is pop art and who Roy Lichtenstein is. They will write
about comic books and explain their strengths and weaknesses of the project.