PAPER PAINTING
Theme
Grade Level
Class Size
Time
What is the big idea that gives a content focus to this lesson?
High School, 9-12
1 hour
National Visual Arts Standards
(9-12)2b Students evaluate the effectiveness of artworks in terms of organizational structures and
functions.
(9-12)3b. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve
problems in daily life.
(9-12)5a. Students identify intentions of those creating artworks, explore the implications of various
purposes, and justify their analyses of purposes in particular works.
(9-12)6b. Students compare characteristics of visual arts within a particular historical period or style
with ideas, issues, or themes in the humanities or sciences.
Illinois State Goals, Learning Standards and Benchmarks
25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts
that share the same historical period or societal context.
26.A.4e Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.B.4d Demonstrate knowledge and skills that communicate clear and focused ideas based on
planning, research, and problem solving.
27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
Comprehensive Components Addressed:
HC, AC, PF, AM
Domains Addressed
C2, C5, C6
OVERVIEW
Students will view images and participate in group activities to learn about Pop Art. They will discuss
various advertisements and compose a collage using found images from magazines that communicate an
idea they would like to personally advertise. They will create a personal advertisement using various
papers, materials, and techniques.
RATIONALE
By talking about Pop Art and advertisements, students will learn about how art is used to communicate
ideas. By creating a collage personal advertisement they are learning a new artmaking process. By
creating a collage composition that communicates an idea they would like to personally advertise,
students will learn how to express their beliefs through art making.
Art Making Processes and Techniques
 Collage
Visual Art Concepts Addressed
 Composition, Pop Art, Space, Emphasis, Unity
Student Pre-Requisite Skills/Knowledge
 Middle school art experience preferred.
Instructional Methods
 Visual Displays, presentations and discussions on collages, teacher demonstrations, teacher
examples.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
Historical/Cultural
 After looking at collages of Pop artists, compare and contrast these images to advertisements today
giving at least 2 examples. (9-12)6b, 25.B.4, (C2)
Art Criticism
 Determine how compositional strategies are used in advertisements to communicate various ideas
with at least 3 examples to back up their beliefs. (9-12)2b, 26.A.4e, (C2)
Philosophical Frame
 Debate whether it is unlawful to present an inaccurate presentation when creating an advertisement.
(9-12)5a, 27.A.4a, (C6)
Art Making
 Create a personal advertisement using collage and mark making techniques that uses compositional
tools and at least 3 different materials to express an idea. (9-12)3b, 26.B.4d, (C5)
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TEACHER/STUDENT MATERIALS
Matte board
 Collage Materials:
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o Newspaper
Brushes
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Magazines
Watercolor or watered down
o Assorted papers
acrylic
o Lace
Pens, markers, colored
o Fabric
pencils
o String
Sponges
o Popsicle sticks
Scissors
o Tissue paper
Pencils
o Stickers
Paper for sketches and
o Duct Tape
brainstorming
o Note Cards
Modge Podge
o Lined Paper
Spray on glue
o Name Tags
Hot glue gun
o Tracing Paper
Glue bottles
Glue sticks
PowerPoint
Advertisements selected
from magazines
VOCABULARY
Pop Art: The term first appeared in Britain during the 1950s and referred to the interest of a number
of artists in the images of mass media, advertising, comics and consumer products.
Collage: A technique of composing a work of art by pasting on a single surface various materials not
normally associated with one another, as newspaper clippings, parts of photographs, theater tickets,
and fragments of an envelope.
Unity: when all elements and principles combine and work together as one wholeness.
Emphasis: Emphasis is a principle of art which occurs any time an element of a piece is given
dominance by the artist.
Negative Space: Negative space is the space between objects or the parts of an object, for example
the area between a cup and its handle. Also the space between an object and the edges of the canvas,
i.e. the space around an object.
Non representational: is another way to refer to Abstract Art. These artworks do not represent or
depict a being, a place or a thing in the natural world.
Representational: Representation describes the signs that stand in for and take the place of
something else.
ARTISTS
 Hannah Hoch: Hannah Höch was a German Dada artist. She is best known for her work of the
Weimar period, when she was one of the originators of photomontage
 Robert Rauschenberg: Robert Rauschenberg was an American painter and graphic artist whose
early works anticipated the pop art movement.
LESSON ACTIVITIES
Set Induction
 In groups of 4, students will be provided with an advertisement and asked to determine
what message their advertisement is trying to communicate.
o What product is being advertised?
o What type of emotion is the advertisement providing?
o Is this a positive or negative advertisement?
o What about the composition, images, color scheme, etc. effect the message being
promoted?
 Each group will share with the class.
Instruction
 Introduce students to pop art and influential artists.
o Focus placed on Andy Warhol.
 Look at PowerPoint presentation on the movement. (AH)
o Examples of advertisements will also be included in the PowerPoint presentation.
 Students will compare artwork examples with advertisements looked at in the beginning
of class and additional ones provided by the teacher.
o Target logo
o Apple products
o Clothing advertisements
o Car advertisements
 Teacher will facilitate a discussion to determine how compositional strategies are used in
advertisements to communicate an idea. (AC)
o Non representational vs. representational
 Students will debate whether it is unlawful to present an inaccurate presentation when
creating an advertisement. (PF)
 Teacher will demonstrate various collage techniques and show examples.
o Effects of paper: tearing, cutting, flat, crumpled, folded.
o Drawing or painting over collaged materials.
o Attaching various materials to artwork.
o Composition: negative space, emphasis, unity.
 Students will brainstorm an idea for their own personal logo.
o Personal interests, beliefs, hobbies, etc.
o Students can create an advertisement that expresses something they believe in. (i.e.
anti-bullying, recycling, etc.)
o Students can also create an advertisement that represents them. Collage can be
designed in a style they like, or one similar to their own personal style. Collage can
advertise something he or she is interested in.
 Students will make at least 3 thumbnail sketches of their idea.
 Once advertisement is finalized, students will begin collage process.
o Students will be provided with various materials to collage with.
o Materials: newspaper, magazines, assorted papers, lace, fabric, string, popsicle
sticks, tissue paper, etc.
o Students will cut out images from magazines related to what they would like to
communicate in their advertisement.
o Students will use at least 3 different materials in their collage.
 Students will clean up workspace and put away materials.
Time
5 min
Time
5 min
5 min
3 min
27 min
2 min
Lesson Closure
 Students will each state their personal favorite advertisement providing a reason why.
Independent Practice/Homework
 No Homework.
Time
3 min
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
 The teacher will do demonstrations and lectures at the front of the classroom, ensuring that the
students with visual and hearing impairments will be closest to the teacher. The students with
behavioral disorders will sit near their aid, close to the teacher so the teacher can engage the student
in the demonstration.
 Teacher will make sure there is open space for a wheel chair to fit through and move around between
tables if there is a student in need.
 ESL: Have multiple printed instructions with words and pictures posted around the room for students
to reference.
 Low Motor Skills- Have some collage materials pre cut before class for students who have trouble
using scissors.
Enrichment and Extensions
 Students can write a statement identifying their personal favorite advertisement and providing at
least three examples of why this is so.
 Students will be encouraged to use more innovative ways of collaging and use at least 5 different
materials in their artwork instead of 3.
Activity for Early Finishers
 Students can help other students in the class with cutting, scanning, finding images, transferring.
Students can begin watercolor section of the collage project.
OBJECTIVE-DRIVEN ASSESSMENTS
Historical/Cultural
 Students compared and contrasted famous collage artworks with images to advertisements today.
Art Criticism
 Students determined how compositional strategies were used in advertisements to communicate
various ideas.
Philosophical Frame
 Students debated whether it is unlawful to present an inaccurate presentation when creating an
advertisement.
Art Making
 Students created personal advertisements using collage techniques while referencing compositional
strategies and incorporating at least 3 different materials.
REFERENCES
Bob Rauschenberg: http://www.bobrauschenberggallery.com/rauschenberg_biography.htm
Hannah Hoch: http://www.bobrauschenberggallery.com/rauschenberg_biography.htm
Pop Art: http://www.artchive.com/artchive/pop_art.html
* Developed and written by Kathryn Bernard, Art Education, Illinois State University, 2012 *