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5th Grade Pop Art Lesson Plan

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166 views5 pages

5th Grade Pop Art Lesson Plan

Uploaded by

api-445729585
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Cassidy Studtmann

Pop Art
Lesson 3 - Independent Work Time
Grade Level: 5th

I. Standards
Standard 2. Envision and Critique to Reflect
● GLE 1. Using a variety of criteria, question and evaluate works of art.
○ EO b. Reflect on how intended meaning influences the artmaking process.
Standard 3. Invent and Discover to Create
● GLE 1. Plan works of visual art and design where intended meaning is communicated to
viewers.
○ EO c. Contribute to the community of makers in a shared art space.

II. Big Idea


Printmaking - Pop Art

III. Enduring Understandings


● Visual culture and popular (pop) culture are a big part of our society.
● Art is a part of visual culture and “pop” culture.
● Understanding what visual culture and pop culture can help people analyze the visuals
surrounding them in their daily lives.

IV. Essential Questions


What is visual culture? Popular culture?
How is art related to popular culture and/or visual culture?

V. Daily Lesson Objectives


● Reflect on how meaning influences the artmaking process.
● Use printmaking tools and supplies respectfully and responsibly in a shared space.

VI. Activity
Students will use printmaking supplies to continue making prints of their created stamp.

VII. Content Integration


● Literacy - Determine meaning from works of art and design using visual literacy
skills such as interpretation, negotiation, appreciation and selection. Students will
write an artist statement reflecting on their work and its relation to popular
culture. Vocabulary: visual culture, popular culture, mass production, Pop Art.
● History - Students will investigate how the reciprocal relationship between a work of
visual art and design and the context of its culture deepens understanding.
VIII. Pre-Assessment
● How is your chosen imagery related to popular culture?
● Why did Andy Warhol use repetition?
● How can we treat the art room as a studio?

IX. Success Criteria


● Responsible/respectful use of supplies
● Treating the art room as a studio (respectful of a shared space)
● Class discussion about how repetition is related to popular culture/mass production
● Verbal description of how imagery in project is related to popular culture

X. Post Assessment
Observe work time and listen to class discussion. Check for success criteria.

XI. Differentiated Instruction/Possible Accommodations


● Differentiated Instruction
○ Provide visuals
○ Provide written instructions
○ Provide opportunities for discussion
○ Provide opportunities for movement
● Possible Accommodations
○ Extended work time
○ Adaptive art supplies
○ Additional visual or audio support
○ Individual support
● Modify lesson based on individual student needs

XII. Visuals
Art History:

Green Coca-Cola Bottles, Andy Warhol, Campbell’s Soup Cans, Andy Warhol,
(1962) (1962)
Marilyn Monroe, Andy Warhol, (1967)
Chanel No. 5, Andy Warhol, (1980)

Student work:

XIII. Supplies
● Pre-cut paper
● Pencils
● Placemats
● Brayers
● Paint trays
● Paint
● Art shirts
XIV. Safety Concerns
● Establish a safe environment for group discussions by demonstrating listening skills and
by having clear expected behavior.
● Demonstrate and discuss how to use supplies safely and responsibly.
● Demonstrate and discuss how to use the art room as a shared space (a “studio”)

XV. Teaching Procedure


Beginning - Introduction or Anticipatory Set:
○ How is your chosen imagery related to popular culture?
○ Why did Andy Warhol use repetition?
○ How can we treat the art room as a studio?

Motivation:
This project will allow students to create their own Pop Art with imagery of their choice.
Instruction/Demonstration:
● Review printmaking procedures
○ Demonstrate how to use brayer
○ Demonstrate how to create a print
○ Review how to treat the art room as a studio
● Ask for volunteers to set up printmaking stations
○ 2 per table
○ Each station will have: 1 placemat, 1 brayer, 1 paint tray, 1 bottle of paint

Middle - Student Creating Phase


● Work time
○ Make as many prints as time allows
○ Write name on every print
○ Treat the room and supplies with respect

End - Closure
Give students a 5 minute warning before it’s time to put materials away
● Clean Up
○ Stack paint trays in sink
○ Place brayers in sink
○ Place all prints and placemats on drying rack
○ Wipe down tables

XVI. Post Lesson Reflection


For this lesson, I asked for volunteers to set up the printmaking stations. These same volunteers
cleaned up the printmaking stations at the end of class. This made clean up much more
efficient.

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