Lesson Title: Pop Art Food Sculptures
Grade Level: 8th grade
Standards:
1A Explain how social, cultural and political factors affect what artists, architects or
designers create.
1C Identify examples of visual culture (e.g., advertising, political cartoons, product design
and theme parks) and discuss how visual art is used to shape people's tastes, choices,
values, lifestyles, buying habits and opinions.
4B. Demonstrate an enhanced level of craftsmanship in original two- and three-dimensional
art products.
3A Observe a selected work of art and explain how the artist's choice of media relates to
the ideas and images in the work.
Essential Questions:
What is culture?
what is pop culture or popular culture mean?
Who is Cleus Oldenburg?
What is his work around?
What is it trying to say?
Is it just random objects or is there bigger meaning behind it?
What is a symbol?
Can a label be a symbol?
Why make sculptures of large scale?
Content:
Pop Art
Sculpture
Objectives:
1. Students will learn and understand pop art and the artists that created it.
2. Students will create a large pop art food sculpture or large portion
3. Students will use 3-d methods to create there sculpture.
Vocabulary :
pop art
culture
popular culture
cleus oldenburg
andy warhol
3-dimentional
sculpture
Lesson Plan/ Activity/ strategies:
Day 1:
Standards/Benchmarks:
1A Explain how social, cultural and political factors affect what artists, architects or
designers create.
1C Identify examples of visual culture (e.g., advertising, political cartoons, product
design and theme parks) and discuss how visual art is used to shape people's tastes,
choices, values, lifestyles, buying habits and opinions.
4B. Demonstrate an enhanced level of craftsmanship in original two- and threedimensional art products.
3A Observe a selected work of art and explain how the artist's choice of media relates
to the ideas and images in the work.
Instructional Strategies/Activities:
Students will be introduced to pop artist Claus Oldenburg. We will discuss his work and
the purpose behind it. Students will discuss culture, pop culture, symbols ect. They will
then choice a junk food to recreate in a much larger portion. We will look at labels and
similar labels that are meant to look the same but say something different. We will
discuss why these make us think it’s the true label and not what it says.
Accommodations/Differentiation:
Visual Learners: Demonstrations will be presented to students for all work
that is to be done. Visual examples of good work and bad work will be shown
to students. Key parts of lesson will be written or drawn on board, and
remain there for the duration of the lesson.
Oral Listeners: All directions will be told to students with repetition of key
parts by students recited back to me.
I will observe all students for other problems that may need assistance.
Day 2:
Standards/Benchmarks:
1A Explain how social, cultural and political factors affect what artists, architects or
designers create.
1C Identify examples of visual culture (e.g., advertising, political cartoons, product
design and theme parks) and discuss how visual art is used to shape people's tastes,
choices, values, lifestyles, buying habits and opinions.
4B. Demonstrate an enhanced level of craftsmanship in original two- and threedimensional art products.
3A Observe a selected work of art and explain how the artist's choice of media relates
to the ideas and images in the work.
Instructional Strategies/Activities:
Students will continue to work on sculptures. They will need to draw out labels on large
paper first. Then they will paint them to look the same as the real label. When complete
students will find filling for chip bags to make them 3-d, or a box for something like a
candy bar. They will use wrapping to create a 3-d replica.
Accommodations/Differentiation:
Visual Learners: Demonstrations will be presented to students for all work
that is to be done. Visual examples of good work and bad work will be shown
to students. Key parts of lesson will be written or drawn on board, and
remain there for the duration of the lesson.
Oral Listeners: All directions will be told to students with repetition of key
parts by students recited back to me.
I will observe all students for other problems that may need assistance.
Assessment:
1. Did students learn and understand pop art and the artists that created it?
2. Did students create a large pop art food sculpture or large portion?
3. Did students use 3-d methods to create there sculpture?