Teacher Resource Booklet on Rhythm in the Visual Arts
by
Sarah Falconer, Patricia Gautreau, Chantal Harris, Cindy Hemming,
Zoe Mullen, and Kate Wagner
Rhythm Lesson Plan
Grade: 2-5
Date: June 2, 2008
Unit: Rhythm in visual arts
Objective:
Creating, Making and Presenting: Visual Arts
1. Students will be expected to explore, challenge, develop, and express
ideas, using the skills, language, techniques, and processes of the arts.
2. Students will be expected to create and/or present, collaboratively and
independently, expressive products in the arts for a range of audiences
and purposes.
Resources/ Materials:
Potato stamps for each student in the class
White paper
Paint
Paint brushes
SRS Art Connections Level 4
Vocabulary:
Rhythm- occurs when lines, shapes or colors are repeated to create a
feeling a movement.
Motif- the line, shape or object that is repeated in rhythm.
Random Rhythm- motifs appear in no order, with irregular spaces.
Regular Rhythm- identical motifs in order, with identical spacing.
Alternating Rhythm- when a motif is changed and repeated or a second motif is
added.
Warm-Up (10 min):
Class should set up in a semi circle with the teacher’s chart paper at the opening
in the semi-circle. This will open everyone up for discussion and allow everyone to see.
Show the students pictures of pieces of art with rhythm. Explain to students what rhythm
in visual arts is. Next, on the chart paper show students an example of a random rhythm
using a potato stamp. Next, show students create an example, using the potato stamps, of
regular rhythm. Using potato stamps demonstrate to the students what an alternating
rhythm is. Enter students into a discussion about the similarities and differences between
the three. Be sure to point out differences in the spacing between the objects, the different
directions of the objects, repetition of the object etc.
After students have discussed the differences and similarities, explain what a
motif is.
Lesson Overview (30 min):
Students are to go back to their desks or individual workplaces for the lesson.
Give each student a piece of paper, a potato stamp, a paint brush and paint. The potato
stamps should be a simple object. Some examples of stamps that could be used are a tree,
an animal, an apple, a fence, a fish etc. Before students get started give all students a
copy of the rubric and go over it as a class. Have students fold their sheets into three
sections. Quickly go over the method of potato stamping. Students must put a light layer
of paint on the stamp using a paint brush. The same color must be used for the motifs in
that type of rhythm. This is what students are required to do on each section:
1. Create a random rhythm using potato stamps.
2. Create a regular rhythm using potato stamps.
3. Create an alternating rhythm using potato stamps.
Closing Activity (5-10 min):
Students can sit in a circle with their art work in hand. They will be asked to share
one of three things:
1. My favorite rhythm is ____, (and include why)
2. This is how I’d move to this rhythm (and include why).
3. If I could create a name for my piece I would call it ____, (and include why)
Students will quickly go around the circle and share their thoughts from their choices.
Rubric for students:
A
B
C
F
The individual successfully created a random, alternating, and regular
rhythm. The motifs were a close duplication of the original picture.
Random Rhythm- motifs appear in no order, with irregular spaces.
Regular Rhythm- identical motifs in order, with identical spacing.
Alternating Rhythm- when a motif is changed and repeated or a second
motif is added.
The individual created only two of the required three rhythms. The motifs
were a close duplication of the original picture.
The individual created only one of the required three rhythms. The motifs
were a close duplication of the original picture.
The individual created only one or none of the required three rhythms. The
motifs were not a close duplication of the original picture.
Lesson Plan- Creative Arts
Teacher: Ms. Mullen Grade: 3 Date: June 2, 2008
Unit/Strand/Outcomes: Creating, Making and Presenting: Visual Arts
Objective/ Purpose: Students will be expected to
Explore colour, shape, line, and texture and the principles of pattern and repetition in the
visual environment; explore basic art skills, techniques, and vocabulary; explore a range
of materials, tools, equipment, and processes; apply different kinds of line in their own
artwork and identify line in the work of artists and in nature.
Resources: What I need for class (e.g., transparencies, calculators, handouts,
supplies):





Paper
pencil
pastels
SMART Board Technology
Scissors
Warm Up:



Ask the students to stand up beside their desks (while playing music in the
background).
Ask them to raise their hand they use to write.
Direct them to make different motions solely exercising their wrists, and then
solely exercising their elbow.
Vocabulary:
Rhythm, Rhythm and movement, Flowing rhythm.
Background:


Students are expected to have basic background knowledge of rhythm in visual arts
(through previous activities).
Students are expected to use their knowledge of rhythm and apply it to their
design.
Lesson Overview:
Lesson Overview:

Following the warm-up, I will introduce the concept of “Flowing Rhythm” (to further
develop their knowledge/application of ‘Rhythm’ in Visual Arts).
 I will explain that Flowing Rhythm is: another way to create rhythm in a work of art
is by repeating curved lines or shapes. There are no sudden changes in lines or
breaks in the movement. A flowing rhythm gives a sense of movement, and is often
more organic in nature.
 Following defining Flowing Rhythm, using the SMART board, I will demonstrate
examples of Flowing Rhythm in art (by professional Artisans).
 I will then demonstrate Flowing Rhythm with student examples.
 To start, I will ask the students to think about how lines can show rhythm (from
previous lessons). Cut a variety of curving lines and long, flowing free form shapes
from paper. Then, arrange the cut papers until you get a flowing rhythm design you
like. Then, glue the papers down. (First show example)
 (These activities should provide students with adequate practice to create an
original design using flowing rhythms).
Assessment:
 Activity: Explain that flowing rhythms can be the change of tides, the bark on a
tree, or rolling hills. Think about flowing rhythms in nature.
Observe
student’s
interpretation
of aflowing
rhythm.
 Choose
an item
with adesign
flowingand
rhythm
and create
close-up
of a part of that item
using
Assess
student’s
knowledge
of
flowing
rhythm
by
their
repeated lines. Ask the students to think about how itdesign.
might look under a
microscope and try to reproduce that idea.
 Ask them, what lines and shapes did you use in your design to portray flowing
rhythm?
 Closure: In groups of 4-5 people, ask each member of the group to name the types
of lines and shapes used and ask each member of the group to decide if he/she
Homework:
successfully created a flowing rhythm?
Ask students to look for other forms of flowing rhythm (they are not limited to art
pieces).
Resource:
Lesson Plan- Creative Arts
A practical application of Visual Rhythm
Teacher:
Grade: 3 Date: June 2, 2008
Unit/Strand/Outcomes:
Materials and Technique
Painting:

explore different painting techniques, e.g., dry brush, wet brush,

complete simple mixed media investigations, e.g., paint over wax crayons or oil pastels to create a resist
effect
Origami Extension - Paper Manipulation:

Use a variety of paper manipulation techniques eg. Folding (understand that a two dimensional
surface can become three-dimensional)
Elements and Principles of Design

Discuss simple compositional elements in their art work and the art work of others, e.g. symmetrical balance,
repeating shapes

Identify different categories of shape (organic, inorganic, geometric)
Visual Awareness

Identify art elements in the natural and manufactured world
Objective/ Purpose:



Give students an opportunity to apply their knowledge of visual rhythm in the creation
of a ‘textile’ design
Demonstrate the proper use and care for new artistic materials (silk dyes, Chinese
brushes and wax resists)
Review colour theory (formation of secondary colours from primary colours)
Resources: What I need for class (e.g., transparencies, calculators, handouts,
supplies):
1) Paper (Ori Masa preferably)
2) Primary Colour Silk Dyes, Dixie Cups
4) Brushes (Chinese are best)
5) White Crayons
6) Pottery ‘Wax resist’
8) Water Jugs and Paper towel
9) Kimono Slideshow
10) Batik Example
11) Mat Borders
Warm Up:
 SSD – Sustained Silent Drawing (5 minutes) at the beginning of each day
Vocabulary:
Review: Motif (organic, inorganic, geometric), Rhythm (random, regular, flowing),
Colour theory (Primary Colours, Secondary Colours)
New: Wax Resist, Batik, Textile, Kimono, Silk Dyes
Background:

Students are expected to be familiar with simple visual rhythm vocabulary and
categories.
Lesson Overview:
Set-up: Materials (brushes, Dixie cups, paper towel and ink are prepared at the front of
room). Tables are lined with garbage bags.
Introduction (10 minutes):
What is a textile and where do we see textiles? Who designs textiles?
Show a slideshow of kimonos with diverse fabric patterns that demonstrate visual
rhythm. Highlight the uses of the different types of rhythm in the examples. Do you
think that the designer was thinking about rhythm in coming up with this design?
Activity 1 (10 minutes):
What is a batik? (Wax resist on textiles). Show example of batiked textile. Show
example of origami kimono.
Demonstrate the process of batiking using the wax resist stamping and the crayon at
the front of the room. Have paper prepared with wax that is already dry for demos.
*Show wet-on-wet painting effect. *Ask for predictions of colour blending.
Instructions (40 minutes, can be divided amongst two classes):
*Consider the types of motifs and rhythm(s) that you will incorporate into your piece:
1) Start with stamping one piece of paper using the wax resist and found objects.
Leave this paper to dry.
2) Draw a rhythmic design using white crayon on another piece of paper. Paint over
the design with Ink Dyes (as in demo).
3) Go back to first paper and apply dyes if wax resist is dry. Wait to dry and apply
additional wax resist. Repeat process until satisfied.
*Because this is an experimental process, students should not be limited to one try.
Rather several sheets of paper should be made available.
Activity 2 (40 minutes):
Students will crop their favourite parts of their textile design using a mat border. They
will trace the interior square lines and cut the cropped section out.
Teacher will demonstrate the proper steps in folding the kimono in a step-by-step
manner with the class.
Assessment:
Using a clip board, the teacher will note whether the student work is successful in
demonstrating rhythm. Students will also explain why they think that their cropped
selection would make a nice kimono design. Teacher will probe questions relating
to concepts of rhythm, movement, colour and pattern with a focus on
comprehension of rhythm. These responses will also be noted.
Student can describe how rhythm works to piece:
Yes/Somewhat/No
Notes:
Resource:
SRA Art Connections - Grade 4
Distributor MCGRAW-HILL RYERSON LTD. (MHR)
Rubric:
Demonstrated Comprehension of Concept

Excellent

Good
Student demonstrates notable
knowledge of the type of rhythm that
he or she has incorporated in his/her
design.
Student demonstrates basic
knowledge of the type of rhythm
attempted in his/her design.

Student did not demonstrate
knowledge of any type of rhythm in
his or her design.

Student can easily describe and
Unsatisfactory
Response to Concept
identify different types of rhythm in
his/her own work and in the work of
others.
Student demonstrates some
knowledge but struggles when asked
to describe or identify different types
of rhythm in his/her own work or in
the work of others.
Excellent

Good

Student does not demonstrate
knowledge of rhythm in his/her own
work or in the work of others.
Unsatisfactory
LESSON PLAN
Teacher: Ms. Falconer
Grade: 2
Date: May 27, 2008
Time: 60 Minutes
Visual Arts Outcomes:
 Create images that reflect their interpretation of or feelings about a piece of
music, story, or poem
 Discuss visual ideas they and other create
 Recognize they have unique artistic expression
 Explore introductory printmaking techniques (their feet being used as stamps to
reflect the sense of rhythm from a song, may take the form of a repeated pattern)
Music Outcomes:
 Recognize visually and aurally short rhythms and melodies
Objective/Purposes: To have students explore and express the rhythm of a song
visually in their art to better understand how rhythm in visual arts is seen, not heard. They
will be exploring random and regular rhythms as the songs chosen will contain these
types of rhythms. They will also gain awareness of what implied line is as they will be
making them with their footprints (they will be asked to see whether the series of prints
are automatically connected by the viewers’ eye to create the impression of line).
Resources (what I need for class):
Paint
Roll of newsprint that can be cut into large pieces of paper
Scissors
Paint trays or paper plates that can serve as paint trays
Paper towel
CD player
Music – 2 pieces of your choice demonstrating 2 very different rhythms (one that is
random and one that is regular). Suggestions: free jazz and salsa music
Warm Up:
Have students listen to the first piece of
music & think about/identify its
rhythm. Discuss.
Move tables to the sides of the room so
the centre area is open for working
there. Have students sit in a circle in
the centre of the room.
Vocabulary:
Rhythm (in music and visual art)
Beat
Background:
Information on what rhythm is in music (from music class) and in visual art (from
previous discussions, explorations of work, and activities).
Lesson Overview:
Warm Up – 5 Mins.
Have students listen to the first piece of music & think about/identify its rhythm. Discuss.
Move tables to the sides of the room so the centre area is open for working there. Have
students sit in a circle in the centre of the room.
Painting Activity #2 – 5 Mins.
Students listen to the second song while thinking about & identifying its rhythm. Discuss
its rhythm and how it differs from the first song.
Students follow the same instructions from the first time they created a piece of art to
reflect the rhythm of a song, but to the new song this time.
Assessment:
Participation, understanding, and contribution to discussions as charted in
observational records.
Homework:
Finish reflective journal if they did not have enough time to finish it in the time
provided in class.
Look for visual rhythms in art around the school and at home.
Enrichment:
For students requiring enrichment they are encouraged to create pieces of art that truly
reflect the rhythm of the music. They are expected to perform at a higher level.
They are also asked to contribute at a higher level during discussion. The teacher will
challenge them to think more deeply with questioning techniques.
Remediation:
For students requiring remediation more help and guidance is provided while they are
working and during discussion.
Evaluation:
Students are being evaluated on: participation and understanding, their ability to
represent musical rhythm in their art, and their understanding and reflection as
evidenced in their journal entries (please see attached rubric).
Implications for Future Classes:
This lesson will help them in completing the other activities in the unit on rhythm.
RUBRIC
3
Participation in
Works hard to show
2
Tries to show the
1
Does not try to
Creating Art
the rhythm of the
songs in their art.
rhythm of the songs
in their art.
show the rhythm of
the song in their art.
More effort is
required.
Participation in
Discussion
Answers to
questions shows
they have thought
hard about them.
Answers to
questions show
some understanding
of discussion topics.
Does not say
anything or add to
the discussion. More
effort is required.
Rhythm in Art
Work
Both art works
clearly show /
represent the rhythm
of the song.
Art works show that
students have made
an effort to show the
rhythm of the songs.
Art works show that
students did not try
to show the rhythm
of the song. More
effort is required.
Journal Entry
Shows
understanding and
deep thought about
what we did, why,
and what they have
learned.
Shows they have
learned something
from today’s lesson.
No thought was put
in to the journal
entry or it was not
completed. More
effort is required.
Lesson Plan: Matisse and Rhythm
Possible Grade Levels: Grades 3-5 (could easily be adapted for K-2)
Unit/Outcome/Objective:
Materials and Techniques:
Paper Manipulation:
-Use a variety of paper manipulation techniques, e.g., folding, curling, weaving or
overlapping to create a collage, montage or mobile.
-Demonstrate a variety of attachment techniques, e.g. typing, stapling, taping,
folding, slotting, gluing.
Elements of Art and Principles of Design:
Discuss simple compositional elements in their artwork and the artwork of others, e.g.,
horizontal lone, area of emphasis, symmetrical balance, repeating shapes
Development of Imagery:
Use a variety of sources to stimulate ideas on artwork e.g., poems, songs, the environment
Demonstrates self-confidence and eagerness toward their art production, expression and
discussion
Responding to Art:
Recognize different styles among classmates’ and artists’ artworks
Resources: Scissors, construction paper, glue, Meet Matisse by Nelly Munthe, Jazz by
Henri Matisse (or prints by Matisse), a CD of jazz music.
Vocabulary: Rhythm, Collage, Jazz
Classroom Set-Up: Students will come to the story corner to read Meet Matisse and for
a discussion of the artist. Students will return to their desks for the majority of the lesson.
Supplies such as scissors and glue will be already in their pencil cases. One student from
each group of desks will come to the front to get the construction paper.
Lesson Overview:
 Read Meet Matisse by Nelly Munthe and discuss who Matisse was with the
students. (10 minutes)
o Henri Matisse was a famous 20th century French painter renown for his
use of bold design and colourful patterns.
o His most important works were his collages, which were known as “the
visual counterpoints to jazz”
o Because late in his career his health was failing, he gave up painting and
used collage (a form of art which involves gluing bits of paper to a flat
surface). He designed colours and patterns, but his assistant prepared the
shapes that he placed on his collages.
o Show some of Matisse’s work (e.g. from the book Jazz). Ask students
what they notice about these works. Note how rhythm is used.
o Listen to jazz music which students examine his works, and make links
between the music and visual rhythms
o Ask how does Matisse show rhythm in his artwork? (hint: colour,
repeating patterns etc.).
 Activity: Create a Matisse Collage (20-30 minutes)
o Listen to a piece of jazz music and tell students that they will create their
own collage to reflect the music.
o Teacher will model piling several pages of construction paper together and

cut out a shape (to create an identical shape in several different colours).
Students may do this several times to make a collage with several different
shapes.
o Allow students to select the colours of construction paper and create their
own shapes to use to represent the song.
o Students may practice arranging their shapes on a page in a variety of
ways, reflecting representations of rhythm before deciding on one
arrangement to reflect the music they have been listening to.
Reflection time: (5-10 minutes)
o Possible questions to use in discussion or written reflection:
1. Think about your choices in shape, colour and arrangement. How
did your art reflect the music?
2. Do you feel your artwork reflected the rhythm of the music?
3. How could you improve your work? What do you admire about
others’ work and why?
Assessment: This activity will involve both teacher assessment and student reflection
Self Assessment:
4. Can you identify rhythm in artwork?
5. Does your collage show rhythm and reflect the piece of music we listened to?
6. How can you improve your artwork?
Rubric: Marked out of 9
1
Student is unable to see
rhythm present in
artwork
2
Student is able to
identify some patterns in
colour or shape.
Responding to music
through collage creation
Student is unable to
respond to music and
create collage without
teacher support.
Ability to reflect on own
artwork
Student is unable to
make reflection and selfcritique.
Student is able to
somewhat respond to
music and create a work
of art that shows some
rhythm.
Student is able to reflect
on process and product,
but is unable to selfcritique.
Identifying rhythm in
others’ artwork
3
Student is able to
accurately identify
repeating patterns in
colour and shape.
Student is able to
respond to music and
create a work that is
unique and expresses
rhythm.
Student thoughtfully
reflects on the process
and product of the
lesson and is able to
self-critique.
Enrichment: Have students choose their own music and make a collage that reflects the
visual rhythm of their favourite song. Ask students to create more intricate collage
shapes, and allow them to create their own colours by mixing paint, then painting white
paper rather than using construction paper.
Remediation: For those students who experience difficulty with the fine motor skills
needed for cutting, templates could be used. For those having difficulty finding the
rhythm in jazz, clapping along to note changes in pace may be helpful, or a simpler piece
of music could be used. There is no right or wrong answer for this assignment.
Teacher Resources:
Matisse, Henri Jazz.4th ed. New York: Prestel. 2000.
Munthe, Nelly. Meet Matisse. New York: Little, Brown & Co. 1983.
Hyde, Margaret E. Matisse for Kids. New York: Budding Artists. 1996.
http://www.storyboardtoys.com/releases/matisse-kids-art-lesson.pdf
http://www.artbma.org/flash/F_conekids.swf
http://www.kinderart.com/arthistory/meetmatisse.shtml
Lesson Plan: Rhythm
Teacher: Mrs. Patricia Gautreau Grade: 3–5 Duration: 30 min Date: June 2,
2008.
Visual arts outcomes:
Materials and techniques:
Printmaking – create a unified composition combining different stencils
and/or
stamping and/ or rubbings
Technology: name various sources that supply information on art, e.g., CD
ROM,
internet, libraries
Elements of art and principles of design: discuss simple compositional elements
in their
art work and the art work of others
Development of imagery: demonstrate self-confidence and eagerness toward
their art
production, expression and discussion
Visual awareness: use a variety of sources for images, such as, memory,
fantasy,
observation and recording
Responding to art: describe art works using appropriate vocabulary
Objectives:
- Students will gain an understanding about the use of rhythm in art through the
works of Andy Warhol and the origins of "Pop Art".
- They will use repetition of images and the manipulation of colour to create a
statement.
- Students will also learn techniques in the correct placement of facial features.
Vocabulary:
Andy Warhol, pop art, regular rhythm, portraits, colour, bold, repetition
Materials:











visuals of Andy Warhol's work (or use of internet link)
class textbook: Art Connections, level 4
6x6 inch drawing paper
pencils
mirrors
crayons
glue
18x24 inch black construction paper
black marker
projector or Smartboard
digital camera

computer with printer
Warm-up: (5 min)
Brief history: Introduce Andy Warhol to the class.
Born in Pittsburgh, Pennsylvania in 1930, Andy Warhol’s parents were
Czech immigrants and his last name was Warhola. He received his education at
the Carnegie Institute of Technology and then moved to New York. He then
worked for Vogue and Harper’s Bazaar and designed window displays. His art
was very different than other artists in the 60’s as he used everyday objects and
images or portraits of famous people as the subjects for his work and often
repeating them many times on one painting or print. He includes many portraits
of the same person in one painting, changing the colours often to bold and
vibrant as well as the details. His interest in contemporary and popular things
helped to define his work as Pop Art (derived from the word popular).
Lesson: (20 min)
1) Discussion:
Show reproductions of 100 Soup Cans, Twenty-five Marilyns and Green CocaCola Bottles, 1962 (use overheads or Smartboard to demonstrate).
Ask students what they see represented in the artwork? Can they determine
what process was used? What can you tell about the colours that have been
used? Explain the term "pop art", regular rhythm, and how the terms apply to
Warhol's work. Regular rhythm will pull your eyes through a work of art with a
steady beat. Warhol was working in the 50’s and 60’s and was interested in
many things that were a part of the culture at that time. He was interested in
things that were popular and also everyday objects. What are some things that
are a popular part of our culture today? People? Foods? Or Music? Also point
out the use of repetition in Warhol's work and how he wanted to become a
machine.
2) Explain to the students that they will be creating self-portraits, but using
Warhol's sense of colour and use of repetition. Show students the correct way of
drawing the human head and placement of their facial features. Each student
should have a mirror (a picture of them will work also) before working and remind
them to use it. Give each student a sheet of 6x6 inch white drawing paper. Each
student should then draw his or her face. Remind the students to keep it simple
and not to add to much detail and that we only offer constructive feedback. When
each student has finished, they are to go over their drawing in black marker.
3) Before the next class, photocopy each student's portrait 6 times. This is the
repetition part of the lesson.
Cool Down: (5 min)
Students will arrange all art supplies in the way they found them when they
entered for the next class (or return all supplies to designated storage areas if
last class of the day). They will place all finished artwork into a pile on one table
with their names on the back of the sheet.
Assessment: Review student’s progress during class and make note on rubric.
Homework: No homework
Enrichment: For students who complete their work early, they can scan their
drawing and repeat it using the computer in the basic print program menu
options, to create in a black outline, save and print their image.
Remediation: For students who may have difficulty offer to take their photo and
print it off on printer for them to be able to examine it more closely while drawing.
Evaluation: Students will be graded on their participation, use of materials,
effort, drawings are neat and understandable and demonstrate understanding of
art principles. They will also complete a reflection and an end of unit test on
Rhythm.
Implications for future classes:
1) Recap the day before and talk about Warhol's use of repetition and wanting to
be a machine. Give students drawing back with 6 photocopies. The students will
colour each portrait using 3 colours. They are to colour each section of the
portrait (hair, face, shoulders and background) a solid colour. The students will
be encourage to only use a colour combination once. They can use the same
colours again, but not the same combination. Discourage the use of black, white
and brown crayons. They should keep their portraits as bright and colourful as
possible.
2) When the students have finished colouring each portrait they are to cut them
out. They should be cut out to their original 6x6 inch size. Give each student a
sheet of 18x24 inch black construction paper. The students will arrange and then
glue their 6 portraits to the black paper. This should be done horizontally. Before
the end of the class, discuss Warhol and how his work related to the project.
Have a small art show by hanging up all the works around the room and let the
students walk around and look at each one. In a brief reflection, have the
students explain why they chose certain colours and compositional material, ask
them to choose a favourite work and explain why they like it and to answer the
following question; if you could make a portrait of anyone in the world, who would
it be? And why?
3) This project could also be extended to introduce progressive rhythm and link it
to science using photo images of a flowers different growth stages and the
resulting art will depict the changes and growth.
Rubric
Name:
Date:
Excellent
A
Satisfactory
B
Needs
Improvement
Student uses tools effectively, follows directions to produce drawings
that reflect understanding of art principles discussed. Work is without
error, attractive and eye-catching.
Student uses tools adequately and follows directions to produce
drawings that show some knowledge of art principles discussed.
Work may have a few errors, it is recognizable or identifiable and
ideas are understandable.
Student has either not followed directions or has not used proper
tools to produce drawings that show any knowledge of art principles
discussed. Work has more than a few errors, is difficult to recognize
or unidentifiable and ideas are not understandable.
C
Failure to
Complete
F
Student has not completed the assigned work.
Website resource for samples of art by Andy Warhol:
www.artcyclopedia.com
Twenty-Five Coloured Marilyn’s, 1962
Green Coca-Cola Bottles, 1962