MATERIALS:
- Digital camera
- Computer
- Scanner
- White drawing paper
- Colored construction paper
- Colored paper
- Tempera paint( primary and neutral colors)
- Brushes, sponge brushes, & tooth
brushes
- Cotton balls & Q-tips
- Water containers
- Color pencils, pastels, crayons & markers
- Scissors
- Glue
INTRODUCTORY/PREPARATION/ANTICIPATORY SET:
In this lesson, the student will be introduced
to American artist Andy Warhol. The student will explore different colors,
(primary, secondary and intermediate colors) and their physical properties
(hue, value and intensity), and will learn about discover Pop Art and
how Andy Warhol used colors and objects and created portraits.
Background:
Warhol brought art to the masses by making art out from aspects of daily
life. He picked his subjects from the supermarket shelves and magazine
covers. Examples include telephone, coke bottle, soup cans, Marilyn Monroe,
Elvis. These were symbols of everyday American life. He repeated these
images using silkscreen duplication. Warhol went on to become one of
the most influential artists of his day.
Introduction: The teacher uses pictures, the internet or a PowerPoint
presentation to show students some example of Andy Warhol’s work.
Students are asked to observe the work and describe what they see. The
teacher introduces key vocabulary terms in both English and French, and
reviews the key elements of art that will be included in this lesson.
ACTIVITY:
1. Take a digital picture of each child.
Make sure you are close enough to see mainly the child’s face,
and the background is white.
2. Print six copies of each child’s image in black and white.
3. Introduce the children to Andy Warhol by first discussing the word “Pop
Art” and explaining a bit about his style. Some key points:
Pop art began in Great Britain, then completely developed in America
Pop artists dealt with the juxtaposition of high art and low class art,
the lack of connection with the art, and television.
Andy Warhol was born on August 6,1928 in Pennsylvania, and graduated
from Carnegie Institute of technology in 1949. Once he began doing art,
all of his subjects came from popular culture. Rather than a portrait,
he did an image of a celebrity. The picture was a press released photograph
that did not reveal anything about the subject. Warhol used photo silkscreen,
a mechanical (like a tabloid) procedure in which the image quality is
deliberately lousy and the color off key.
4. Show the students the visual aids.
5. Pass out the reproduced pictures of the students. On each picture
students have to use colors and create a different background.
6. First Picture Students use watercolor paints to color the composition
with a background using curves lines. Encourage them to use colors that
they would not normally be.
7. Second Picture Students use colors pastels, and the background reveals
chromatic value.
8. Third picture Students use the crayons, and the background shows actual
or simulated texture.
9. Fourth picture Students use colored pencils, with crosshatching for
the background.
10. Five picture Students use markers, and the background is made with
geometric shapes.
11. Six picture Students can use any/all materials (Paint, colors pastels,
colors crayons, colors pencils, markers), and are able to choose how
they want to do their background.
12. Once the paintings are complete and dry, students glue the six portraits
on to a large piece of white paper (three on the top, three on the bottom
of a large white paper).
13. Hang final work for others to see and admire!
EVALUATION/ASSESSMENT:
Formative: Teacher observation that students are following instructions.
Summative: Orally, students answer questions such as:
Tell me about the pictures we looked at by Andy Warhol.
What types of images did he use?
How are his pictures similar to ones we completed? (process)
ART
CONTENT/CONCEPTS:
Primary, secondary, intermediary colors
Portrait
Shape
Line
Value
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Foreign Language Standards/Benchmarks:
CM-3-B3: Giving short oral and or messages about people, events, place, animals,
and things.
CL-1-B5: Demonstrating a comprehension of common words, phrases, and idioms
that reflect the target cultures.
CN-2-B1: Finding information in authentic materials.
CP-1-B1: Citing and using words borrowed from the target language.
Louisiana Visual Arts Content Standards/Benchmarks:
VA-CE-E1: Explore and identify imagery from variety of sources and
create visual representations
VA-CE-E3: Use art vocabulary and the elements and principles of design to
convey the language art (create and discuss own artwork)
VA-CE-E4: Experiment to create various art forms
VA-CE-E6: Draw on imagination, individual experience, and group activities
to generate ideas for visual expression
TEACHER'S REFLECTION:
The visual art lesson plan inspired by Andy Warhol was successful with
all the grades but it took longer with the third grade than with the
fourth and the fifth. After a careful observation of the attitude of
the students and the way they follow the instructions, I had to change
a few things in my lesson plan. It is important to give clear, very precise
instructions about what students have to do, but also it is also important
not to give too many instructions at the same time. I wanted to teach
my students about colors, shapes, lines…. but I realized that would
be too many concepts to integrate in these few lessons. It helps to integrate
some of the concepts into other lessons/units over time, because students
cannot focus their attention on so many notions at one time.
GALLERY
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