Kansas State University
EDSEC500
UNIT Planning Sheet
Student(s) name(s): Crystal Weakley ____________________________________________________________________________
1. Theme/big idea: Pop Art __________________________
3. Developmental Level: Proficient (9th grade) ___________
2. Unit title: What is art? ____________________________
4. Time allotted: 4 ½ weeks (23 days)__________________
Essential Questions
1.
2.
3.
4.
Art historical inquiry:
-What is pop art?
-What influenced pop art?
-What is non-objective art?
Art critical inquiry:
-Is a giant sculpture art?
-Why would someone
create a giant sculpture
(such as a clothespin or
spoon)?
Aesthetics inquiry:
-How does pop art make
you feel?
-What do the (bright) colors
in the artwork remind you
of?
Studio production:
-What are primary colors?
-What are monochromatic
colors?
Activities
-Research Artists and
Pop Art
Accommodations:
-Work with a partner
-Fewer research notes
-(Oldenburg) Super
sized sculptures
Accommodations:
-Provide options for
students to choose from
-(Warhol) Color
Scheme Paintings
Accommodations:
-Alternative color
options
-(Lichtenstein) Nonobjective Paintings
Materials
Motivation
Type of Assessment forms
Computers
Show examples of
modern day art vs. pop
art, and pop art vs. older
art (such as renaissance)
1 page of typed notes
Construction paper,
paint, brushes, misc.
supplies
Show Artist samples,
student samples, and
teacher samples
Rubric, Finished Project
Acrylic paint, brushes,
paper plates, paper,
scissors, pencils, rulers,
white construction paper
Show Artist samples,
student samples, and
teacher samples
Rubric, Finished Project
Acrylic paint, brushes,
rulers, pencils, paper,
white construction paper
Show Artist samples,
student samples, and
teacher samples
Rubric, Finished Project
Accommodations:
-Fewer requirements
-Extended project time
1
EDSEC 500 Final Project-Unit plan
Reference documentation sheet
Name(s) Crystal Weakley ______________________________________________________________
List your online and print resources:
1) http://edu.warhol.org/index2.html
2) http://edu.warhol.org/ppp.html (Contains 2 PowerPoint Presentations that may be helpful)
3) http://www.artcyclopedia.com/history/pop.html
4) http://en.wikipedia.org/wiki/Pop_art
5) http://www.princetonol.com/groups/iad/lessons/middle/middle18.html
6) http://library.thinkquest.org/J001159/artstyle.htm
7) http://www.youtube.com/user/brendonfarley#p/u/26/KYKivv2BEG4
8) http://www.clickinks.com/pop-art-the-artists-you-should-know.html
Pictures:
http://www.flickr.com/photos/33896689@N08/3420195143/
http://www.flickr.com/photos/georwyn/2409600626/
http://www.petphotoartist.com/pet-portrait-paintings/pop-art/dog-pop-art-ShadowUP.jpg
http://www.flickr.com/photos/amelieinwonderland/3561559408/ http://www.flickr.com/photos/hanneorla/1140496378/
http://www.flickr.com/photos/17554153@N00/97788290/
http://www.postershop.co.uk/Lichtenstein-Roy/Lichtenstein-Roy-Sun-Rays-7900275.html
http://www.numartis.fr/2007/12/12/roy-lichtenstein-2/
http://www.flickr.com/photos/26850759@N06/3098680625/
http://www.georgetownframeshoppe.com/roy_lichtenstein_information.html
http://s3.artknowledgenews.com/files/LichtensteinCompositionWith.jpg
2
EDSEC 500 Unit plan overview
Name(s) Crystal Weakley____________________________________________________________________
Learning Goals for Unit:
-Students will learn how to incorporate researched information about artists and artist styles (specifically
Warhol, Oldenburg, and Lichtenstein) in the creation of their own art works.
Learning Objectives:
-Students will research pop art and various pop artists.
-Students will study the work and styles of Andy Warhol, Claes Oldenburg, and Roy Lichtenstein.
-Students will create works of art based off their research of pop art and pop artists.
State/national standards & benchmarks addressed:
Standard #1: Understanding and applying media techniques and processes.
Benchmark 2: conceive, interpret, and create works of visual art that demonstrate an understanding of how the communication
of their ideas relate to the media, techniques, and processes they use.
Indicator 2: Analyze the effective use of media, techniques, and processes in relationship to ideas communicated.
Standard #2: Using knowledge of structures and functions.
Benchmark 1: Create artworks that use organizational principles and elements to solve specific visual arts problems.
Indicator 3: Identify major art trends and master artists’ works by their characteristic use of elements and principles of design.
Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas.
Benchmark 1: Identify intentions of artists; examine and explain artistic expression in various works of art.
Indicator 1: Analyze the artistic use of subject matter, symbols, and ideas in communicating the artistic intent.
Standard #4: Understanding the visual arts in relation to history and cultures.
Benchmark 2: Analyze how works of art relate to one another in terms of history, aesthetics, and culture; justify conclusions
made and use knowledge gained to influence student’s art making.
Indicator 1: Analyze the characteristics and purposes of art in selected cultural and/or historical contexts.
Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Benchmark 3: Critically discuss aesthetic issues associated with visual works of art.
Indicator 3: Evaluate works of art to determine their validity as art.
Standard #6: Making connections between the visual arts & other disciplines
Benchmark 2: Connect concepts used in other disciplines with the visual arts.
Indicator 3: Produce works of visual art that incorporate concepts from non-art disciplines.
Instructional Design Description:
-Students will research certain artists, listen to and watch demonstrations, read directions, use math to measure
the proportions of their sculpture, create three projects, use critical thinking skills to evaluate their performance
on their projects, and they will play a game to recall facts they researched at the beginning of the unit.
Prior knowledge:
-Students have studied the color wheel, and they know about primary and secondary colors.
-Students may have experimented some with various painting mediums.
-Students may be familiar with the term ‘Pop Art,’ and they may have heard of Andy Warhol, Claes
Oldenburg, and Roy Lichtenstein.
Community/technology resources:
-Students will bring objects from home for their sculptures.
3
Entry 2
Contextual Factors and Learning Adaptations
Total Number of Students in the School:
_____313______
School Socio-Economic Make-Up (i.e., % free and reduced lunches): _____30.99%___
Class
1
Grade Level/Subject Taught
Number of Students in Classroom
Contextual Factors:
(List the number of students identified in each
class you teach and identify the class in which
you are teaching your unit)
Class
1
Class
2
Class
3
Class
2
Class
3
4th grade
19
Gender
Number of Females:
Number of Males:
10
10
Student Learning Adaptations:
(Describe at least one example of a strategy
to provide equitable opportunities,
accommodations, or modifications you
attempted for any student identified within
each contextual factor)
-Call evenly on boys and girls to answer
questions or do examples
-Split the boys and girls up evenly within
groups or when seated at tables
Ethnic/Cultural Make-Up
Caucasian/White:
African American/ Black:
Hispanic/Latino:
Asian/Pacific Islander:
American Indian/Alaskan Native:
19
00
01
00
00
-Mix up ethnic/cultural groups evenly
within groups
-Try to incorporate the study of other ethnic
groups in your lesson when possible, to
teach students to appreciate their own and
other ethnicities
Language Proficiency
Number of English Language Learners
(ELL):
00
Academic Performance
Number of Students Performing
Below Grade Level:
Number of Student Performing
Above Grade Level:
03
03
Students with Special Needs
Learning Disabled:
Emotionally or Behaviorally Impaired:
Attention Deficit Disorder (ADD):
Developmentally Disabled/
Mental Retardation:
Speech and Language Disorder:
Autism/ PDD/Asperger Syndrome:
Gifted and Talented:
Blind or Visually Impaired (VI):
Deaf or Hearing Impaired (HI):
Physically Disabled:
Other Health Impaired:
04
00
01
00
00
00
00
01
00
00
00
00
4
-Set up ‘differentiated learning centers’ that
give students options for their activities
-Offer extra help to students performing
below grade level
-Offer extra or more challenging work to
students performing above grade level
-For any student with special needs, allow
students multiple ways to express
themselves (I.E. recording, drawing, acting
out or creating art projects.)
-Shorten or modify assignments for students
with learning disabilities
-Keep students with ADD busy by mixing
up activities often rather than focusing on
one activity the entire class period.
-Provide extra work for students who are
gifted or talented, or ask them HOTS level
questions to stimulate their minds.
Unit Breakdown:
(Week 1)
Day 1-Introducation to Pop Art, Discussion on Appropriation/Copyright, Vocabulary
Day 2-Research Day
Day 3-Introduce/Demo Color Scheme Paintings (Andy Warhol), More Research
Day 4-Sketches for Painting
Day 5-Sketches, Start Painting
(Week 2)
Day 6-Warhol Painting
Day 7-Warhol Painting
Day 8-Warhol Painting
Day 9-Warhol Painting
Day 10-Introduce/Demo Super-Sized Sculptures (Claes Oldenburg), Next class period students need to bring the object
for their sculptures from home; Continue Warhol Painting
(Week 3)
Day 11-Sculpture Sketches
Day 12-Work on Sculptures
Day 13- Warhol Painting Critique/Reflection, Sculptures
Day 14-Work on Sculptures
Day 15-Work on Sculptures
(Week 4)
Day 16-Introduce/Demo Non-Objective Paintings (Roy Lichtenstein), Sketches for Non-Objective Painting
Day 17-Sketches
Day 18-Oldenburg Sculpture Critique/Reflection, Work on Non-Objective Painting
Day 19-Work on Non-Objective Painting
Day 20-Work on Non-Objective Painting, Research notes Due
(Week 5)
Day 21-Work on Non-Objective Painting
Day 22-Work on Non-Objective Painting, Lichtenstein Painting Critique/Reflection
Day 23-Wrap up Unit (Pop-Art Facts Game)
Day 1
Pop Art Discussion—View slides (pictures) of Pop Art.
-What do you think Pop Art is?
-Who determines what art is?
-What are the characteristics of the “Pop Art” style?
-What is the meaning behind this style of art?
-What methods do you think the artists used to create the pieces in the pictures?
Copyright Discussion
-How do you feel about “borrowing” images from other people or artists?
-What does it mean to steal someone else’s work?
-How can we make sure we give people the credit they deserve when we borrow their work?
Vocabulary
-Display (Color Wheel) vocabulary worksheet on the overhead, allow students time to fill in their worksheet.
Day 2
-Check out a mobile-computer-lab for the students to do research from the classroom. Explain that the research
notes they create will make up part of the review game at the end of the unit.
Day 3
-After the Andy Warhol Painting Demo, allow students to continue working on research (from mobile lab). Tell
them today is the last day in class they will get to work on it, so after this point they will be completing the
research (notes) on their own time. The research notes are due on Day 20 (end of the 4th week).
Day 3-22
-(Warhol, Oldenburg, and Lichtenstein Lesson Plans—including demo, project time and critique/reflections)
Day 23
-Play Jeopardy© to review facts learned from research about Pop Art and Pop Artists.
5
Color Wheel Vocabulary
*Follow along on the overhead and write out the definitions for each word.
Color Wheel: Basic tool for combining colors
Primary Colors: The main colors on the color wheel, the colors that make up all other colors
Ex: Red, Yellow, Blue
Secondary Colors: Created by mixing two primary colors
Ex: Green, Orange, Purple
Tertiary Colors: Created by mixing primary and secondary colors
Ex: Red-Orange, Yellow-Orange, Yellow-Green, Blue-Green, Blue-Violet, Red-Violet
Warm Colors: Vivid and energetic, and tend to advance in space
Ex: Red-Violet, Red, Red-Orange, Orange, Yellow-Orange, Yellow, Yellow-Green
Cool Colors: Gives an impression of calm, and create a soothing impression
Ex: Yellow-Green, Green, Blue-Green, Blue, Blue-Violet, Violet, Red-Violet
Complementary: Colors opposite each other on the color wheel
Ex: Red and Green, Yellow and Violet, Blue and Violet
Analogous: Colors that are next to each other on the color wheel
Ex: Blue, Blue-green, Green; Red, Red-orange, Orange; Etc
Triadic: Colors that are evenly spaced (three space) around the color wheel
Ex: Green, Violet, Orange; Blue-Violet, Red-Orange, Yellow-Green
Split-Complementary Color Scheme: Variation of the complementary color scheme; Uses the base
color and two colors adjacent to its complement
Ex: Red-violet, Red-orange, Green
Monochromatic: Uses only one color
Ex: Blue, Tints of Blue, Shades of Blue, Tones of Blue
Tints: Adding white to a pure hue
Shades: Adding black to a pure hue
Tone: Adding gray to a pure hue
6
Pop Art Unit Plan Project Rubric
1
3
5
Rate
Yourself
Teacher's
Rating
Andy
Warhol
Color
Scheme
Paintings
Student did not make
any sketches. Final
Project has 0-2 images.
Student did not use any
color schemes in their
project. Student work is
sloppy and incomplete.
Student made only 1
sketch, or did not have
sketches approved.
Final Project has 3-4
images. Images consist
of 0-1 color schemes.
Student's work is
adequate, but sloppy in
some areas.
Student made 2 or more
sketches, which were
approved by the teacher.
Final project has 4
completed images.
Images consist of 2 color
schemes and 2 schemes
of the student's choice.
Student used good
craftsmanship.
___ / 5
____ / 5
Claes
Oldenburg
Super-Sized
Sculptures
Student did not make
any sketches. Student
paid no attention to
proportions when
completing the project.
Students used only 1
material in the creation
of their projects. Project
is sloppy or poorly
constructed.
Student made only 1
sketch, or did not have
sketches approved.
Final Project is same
size as original object.
Students use only 2
materials in the creation
of their projects.
Student's work is
adequate, but sloppy in
some areas.
Student made 2 or more
sketches, which were
approved by the teacher.
Final project is at least
2x bigger than original
object. Students use at
least 3 different materials
in the creation of their
projects. Student used
good craftsmanship.
___ / 5
____ / 5
Roy
Lichtenstein
NonObjective
Paintings
Student did not make
any sketches. Final
project contains less
than 3 or more than 7
silhouette objects or
shapes. Student uses 1
or less patterns in their
final project. Student
used 2 or less, or more
than 5 colors in their
work. Project is sloppy or
poorly constructed.
Student made only 1-2
sketches, or did not have
sketches approved.
Final project contains 34 silhouette objects or
shapes. Student uses
only 2 patterns in their
final project. Student
used only 3 colors in
their work. Student's
work is adequate, but
sloppy in some areas.
___ / 5
____ / 5
Research
Notes
Research notes is less
than half a page, or not
typed. Students only
researched one artist in
their notes.
Research notes is one
half to a 3/4 page. Notes
only
show
evidence of two
researched artists.
Student made 3 or more
sketches, which were
approved by the teacher.
Final project contains 5-7
silhouette objects or
shapes. Student uses 3
or more patterns in their
final project. Student
used 5 colors: black,
white, and 3 triadic
colors. Student used
good craftsmanship.
Research notes is one
full page, typed, and
single spaced. Notes
show evidence of
research of all three
artists.
___ / 5
____ / 5
Project &
Critique
Participation
Student did participate
in class discussion.
Student participated in 1
or less critiques, and did
not complete the project
reflections.
Student participated in
half of the class
discussions. Student
participated in 1-2 of the
critiques, or project
reflections were
incomplete.
Student participated in
every class discussion.
Student participated in
all critiques and
completed all project
reflections.
___ / 5
____ / 5
__ / 25
___ / 25
Project
Comments:
7
ART LESSON PLAN
Name: Crystal Weakley
TITLE OF LESSON: Color Scheme Paintings (Warhol)
LEVEL: Proficient (9th grade)
NUMBER OF LESSONS: 7-8 days
STANDARDS and BENCHMARKS:
Standard #1: Understanding and applying media techniques and processes.
Benchmark 2: conceive, interpret, and create works of visual art that demonstrate an understanding of how
the communication of their ideas relate to the media, techniques, and processes they use.
Indicator 2: Analyze the effective use of media, techniques, and processes in relationship to ideas
communicated.
Standard #2: Using knowledge of structures and functions.
Benchmark 1: Create artworks that use organizational principles and elements to solve specific visual arts
problems.
Indicator 3: Identify major art trends and master artists’ works by their characteristic use of elements and
principles of design.
Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas.
Benchmark 1: Identify intentions of artists; examine and explain artistic expression in various works of art.
Indicator 1: Analyze the artistic use of subject matter, symbols, and ideas in communicating the artistic
intent.
MEDIA:
Acrylic Paint on Construction Paper
GUIDING QUESTIONS:
How does Pop Art make you feel? How did pop artists use color schemes?
Why do you think the artists used such bright colors in their work?
OBJECTIVES:
The students will… create a painting using various color schemes.
ASSESSMENT:
Rubric
MATERIALS AND RESOURCES:
Vocabulary Worksheet, Color Theory Poster Boards, Scratch Paper, Acrylic Paint, Construction
Paper, Brushes, Pencils, Sketch paper, trace paper, Poster Board, Paper Plates, Water Cups,
Sharpies, Overhead/ELMO
http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm
Pictures:
*http://www.art.com/products/p13720403-sa-i2732086/andy-warhol-ten-marilynsc1967.htm?aff=conf&ctid=930509391&rfid=688469&tkid=15054231&
*http://www.art.com/products/p10293892-sa-i887958/andy-warhol-fourmonkeys.htm?sorig=cat&sorigid=0&dimvals=5000076&ui=61c5e2bb2e414048a00f18b165b16478
*http://www.art.com/products/p10216202-sa-i1149016/andy-warhol-a-set-of-six-self-portraits1967.htm?sorig=cat&sorigid=27739&dimvals=27739&unv=11705730&ui=2a96952d319e42c7af26712e041a4
b9c
*http://www.flickr.com/photos/33896689@N08/3420195143/
*http://www.flickr.com/photos/georwyn/2409600626/
*http://www.petphotoartist.com/pet-portrait-paintings/pop-art/dog-pop-art-ShadowUP.jpg
8
VOCABULARY:
Warm Colors, Cool Colors, Monochromatic, Triadic, Analogous, Complement
PROCEDURE:
 Prior knowledge:
-Students have studied the color wheel, and they know about primary and secondary colors.
-Students may have experimented some with various painting mediums.
-Students may be familiar with the term ‘Pop Art,’ and they may have heard of Andy Warhol.
 Motivation:
-Show students the works by Andy Warhol.
-Show students the teacher’s sample.
 Demonstration of technique:
-Discuss Andy Warhol.
(What did you learn from your research about Andy Warhol? What does it mean to mass
produce art? Do you think this is art? How do you feel about the fact that Andy Warhol would
start a project, but leave it for his assistants to finish? Why does Warhol get all the credit?)
-Briefly discuss (remind) students how to grid a picture, in case they forgot.
-Tell students they will create two sketches of different animals on sketch paper. After they have
gotten their final sketch approved, they can pick up their poster board. They will be creating the
same sketch on this poster board, four times. Each will be exactly the same (size, direction, etc).
-Their poster board is 11” x 14”. They will measure and draw a 1” border around the entire poster
board. Additionally, there will be a 1” border between each of the four pictures. So each picture will
be 4” x 5 ½”.
 Instructions to students:
-They can now trace their animal drawing with the tracing paper, and then transfer it onto the poster
board using the tracing paper.
-After their pictures are drawn onto the poster board, they may begin painting. They must use at
least two of the different color schemes (warm colors, cool colors, triadic, monochromatic, or
analogous). How they paint the other two images is up to them (then can use color schemes or paint
the colors they choose to use).
-(Optional) Once the painting is complete, the students can choose to paint the 1” border around
each picture if they want.
-The project is due when the teacher begins the critique.
9
 Culminating experience:
-Teacher will lead the students in a critique and the students will reflect on their work by completing a
reflection worksheet.
-For part of the critique, students will exchange pictures with another student. Each student will write
a descriptive paragraph about the other person’s art work. Each student will also write one thing the
person did really well on and one thing the person might change next time.
-After each student has completed both the reflection and the critique, they can return pictures and
the critique letter to the original artists.
Modifications or Accommodations:
-List out steps (see below) for all activities and art project for students.
-Teacher will keep switch activities often so students can stay focused on the lesson.
-Allow students to help others or complete more than one project if finished early.
-Allow students extended project time (until the unit is complete, rather than when on the critique
day).
Steps:
-Review Vocabulary Worksheet
-Sketch 2 different animals (4” x 5 ½”)
-Measure the poster board with a 1” border around the edge and a 1” border between each of the 4
pictures
-Transfer the animal drawing onto the poster board using the tracing paper
-Paint the images using at least 2 different color schemes (warm colors, cool colors, triadic,
monochromatic, or analogous)
-Optional: Paint the boarder around each picture
-Critique/Reflection
Reflection: (Each student is looking at their own art work)
-Identify the color schemes you used in your painting.
-Write two things you think you did really well on.
-Write one thing you think you would change if you completed the project again.
Critique: (Students have exchanged art works, and each student is looking at someone else’s work)
-Write one descriptive paragraph about the painting in front of you. Write the description as if you
were describing the picture to someone over the phone or in a letter.
-Write one thing the artist did really well in their picture.
-Write one thing the artist might change if they were to complete the project again.
10
ART LESSON PLAN
Name: Crystal Weakley
TITLE OF LESSON: Super-Sized Sculptures (Oldenburg)
LEVEL: Proficient (9th grade)
NUMBER OF LESSONS: 6-7 days
STANDARDS and BENCHMARKS:
Standard #1: Understanding and applying media techniques and processes.
Benchmark 2: conceive, interpret, and create works of visual art that demonstrate an understanding of
how the communication of their ideas relate to the media, techniques, and processes they use.
Indicator 2: Analyze the effective use of media, techniques, and processes in relationship to ideas
communicated.
Standard #4: Understanding the visual arts in relation to history and cultures.
Benchmark 2: Analyze how works of art relate to one another in terms of history, aesthetics, and culture;
justify conclusions made and use knowledge gained to influence student’s art making.
Indicator 1: Analyze the characteristics and purposes of art in selected cultural and/or historical contexts.
Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of
others.
Benchmark 3: Critically discuss aesthetic issues associated with visual works of art.
Indicator 3: Evaluate works of art to determine their validity as art. Standard #6: Making connections
between the visual arts & other disciplines
Benchmark 2: Connect concepts used in other disciplines with the visual arts.
Indicator 3: Produce works of visual art that incorporate concepts from non-art disciplines.
MEDIA:
Mixed Media
GUIDING QUESTIONS:
Is a giant sculpture really art? Why would someone create a giant sculpture (such as a clothes pin or
a spoon)?
OBJECTIVES:
The student will…design a super-sized sculpture based off a smaller, original-sized object.
ASSESSMENT:
Rubric
MATERIALS AND RESOURCES:
Construction Paper, Paint, Brushes, Scissors, Glue, Tape, Recycle-Bin Paper, Misc. Supplies
(cardstock, cardboard, shoe boxes, feathers, plastic, felt, buttons, leather, cloth, wood, etc); Original
Objects (I.E: dice, bowling pin, camera, apple, clothespin, spoon, board game, book, flower, etc)
http://whitney.org/Exhibitions/Oldenburg
http://www.agilitynut.com/mim/old.html
http://www.oldenburgvanbruggen.com/
Pictures:
http://www.flickr.com/photos/amelieinwonderland/3561559408/
http://www.flickr.com/photos/hanneorla/1140496378/
http://www.flickr.com/photos/17554153@N00/97788290/
11
VOCABULARY:
Sculpture, Proportion, Mixed-Media Project
PROCEDURE:
 Prior knowledge:
-Students are familiar with how to use a ruler.
-Students may have heard of Claes Oldenburg before.
Motivation:
-Show students pictures from Claes Oldenburg.
(More images on websites below)
http://www.oldenburgvanbruggen.com/
http://whitney.org/Exhibitions/Oldenburg
http://www.agilitynut.com/mim/old.html
-Show students the teacher’s sample.
 Demonstration of technique:
-Discuss Claes Oldenburg.
(What did you learn about Claes Oldenburg from your research? What subjects does he use
for his sculptures?
Compare the following two images:
and
.
Are both of these sculptures considered art? Why or why not?
How do you think sculpture from before Oldenburg’s time affected the sculptures he created?)
-Show students several objects (in original size), such as an apple, a flower, a water bottle, and a
cell phone.
-Use the (teacher’s) cell phone as an example. It measures approximately 4 ½ inches tall, 2 inches
wide, and ½ an inch deep. Explain that to make the sculpture twice the size of the original, we would
multiply all the figures by 2. So the sculpture should be approximately 9 inches tall, 2 inches wide
and 1 inch deep.
-Explain that you might use cardstock paper, mat board, or cardboard to create your sculpture.
(Have cardboard pre-cut to save time.) Show the students how to tape the cardboard together to
create a rectangular-shaped box (resembling a cell phone). The phone face, keys, buttons, and
words can all be drawn or painted on later. The key is to make the sculpture look as much like the
original object as possible.
 Instructions to students:
-Brainstorm ideas you would like to use for your sculpture. You should then sketch out two of those
ideas and have them approved. Next class period you need to bring the item you are using—and
any special materials—for the sculpture.
It may be important to consider the materials which your sculpture may require. If you want to
create a giant Q-tip and you do not have cotton-like material to make it look more real, a Q-tip
may not be the best decision for the sculpture.
-After the sketches have been approved and you have the original object, measure the object.
Decide how big you want the object to be (it should be AT LEAST twice the size).
12
-Begin putting together the sculpture.
-Decorate/design the sculpture, adding the final touches to make it look more realistic.
-Final sculptures should be at least as big as the teacher’s closed fist, and should contain at least 3
different materials. Projects are due when the teacher starts the class critique.
 Culminating experience:
-Teacher will lead the students in a critique and the students will reflect on their work by completing
a reflection worksheet.
-For part of the critique, students will place all the sculptures on the demo table. Students will then
discuss which objects look most realistic. Discuss the effects of using certain materials versus other
materials. For example, would a cell phone made out of cardboard look more or less real than one
made of paper or cloth?
-Each student should turn in their finished reflections with their projects.
Modifications or Accommodations:
- Provide options for students to choose from.
-Help students cut out shapes or objects as needed, and tape/glue materials as needed.
-Extended Project Time
-Advanced students can attempt a more difficult project, such as a subway sandwich or chess set.
Steps:
-Review Vocabulary Worksheet
-Create 2 sketches or models of ‘original objects’ you plan to use for the final, and have your final
design approved by the teacher.
-Measure your object, and use correct proportions to make your project at least twice the size of the
original object. Choose an object that—after measuring and making it twice the size of the original—
will be at least as big as your fist.
-Begin the design and creation of your project. Final project must use at least 3 different materials.
-Critique/Reflection
Reflection: (Each student is looking at their own art work)
-Identify the three materials you used in your painting.
-Write two things you think you did really well on.
-Write one thing you think you would change if you completed the project again.
-Write one descriptive paragraph about the painting in front of you. Write the description as if you
were describing the picture to someone over the phone or in a letter.
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ART LESSON PLAN
Name: Crystal Weakley
TITLE OF LESSON: Non-Objective Paintings (Lichtenstein)
LEVEL: Proficient (9th grade)
NUMBER OF LESSONS: 7 days
STANDARDS and BENCHMARKS:
Standard #1: Understanding and applying media techniques and processes.
Benchmark 2: conceive, interpret, and create works of visual art that demonstrate an
understanding of how the communication of their ideas relate to the media, techniques, and
processes they use.
Indicator 2: Analyze the effective use of media, techniques, and processes in relationship to ideas
communicated.
Standard #2: Using knowledge of structures and functions.
Benchmark 1: Create artworks that use organizational principles and elements to solve specific
visual arts problems.
Indicator 3: Identify major art trends and master artists’ works by their characteristic use of
elements and principles of design.
Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas.
Benchmark 1: Identify intentions of artists; examine and explain artistic expression in various
works of art.
Indicator 1: Analyze the artistic use of subject matter, symbols, and ideas in communicating the
artistic intent.
MEDIA:
Acrylic on Construction Paper
GUIDING QUESTIONS:
How often do you encounter texture or color during your daily routine?
What would it be like if we could only see in five colors?
OBJECTIVES:
The student will…identify textures they see on a daily basis.
The student will…create a painting using textures and silhouette shapes.
ASSESSMENT:
Rubric
MATERIALS AND RESOURCES: Acrylic Paint, Rulers, Pencils, Brushes, Paper, Construction
Paper, Texture Samples
Pictures:
http://www.postershop.co.uk/Lichtenstein-Roy/Lichtenstein-Roy-Sun-Rays-7900275.html
http://www.numartis.fr/2007/12/12/roy-lichtenstein-2/
http://www.flickr.com/photos/26850759@N06/3098680625/
http://www.georgetownframeshoppe.com/roy_lichtenstein_information.html
http://s3.artknowledgenews.com/files/LichtensteinCompositionWith.jpg
VOCABULARY:
Silhouette/Outline, Texture, Triadic Colors
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PROCEDURE:
 Prior knowledge:
-Students have learned about triadic colors (see the color theory worksheet).
-Students may have previously heard of or studied Roy Lichtenstein.
 Motivation :
-Show students pictures from Roy Lichtenstein.
-Show students teacher sample.
 Demonstration of technique:
-Discuss silhouettes with students.
-Remind students about triadic colors, and have them give examples.
-Discuss real versus implied textures. Show students sample texture rubbings, and show them how
to create a texture rubbing.
(Sample of placed shapes)
 Instructions to students:
-Tell students they will choose 5-7 (silhouette/outline) shapes, and place the shapes on their
construction paper. They will choose a set of triadic colors (such as red, blue, and yellow). They will
use Black, White, and the Triadic Colors to color the shapes. Students should use at least 3 real or
implied textures in their painting.
-Instruct the students to brainstorm the shapes they want to use—they can use a generic shape (like
circle or heart) or they can create their own shapes.
-After they have chosen 5-7 shapes, they should arrange the shapes on their paper. They should
arrange their shapes in 3 different ways, and have the teacher approve their designs.
-Students should draw their shapes on their construction paper, and proceed to color and add
texture to the picture.
-Projects are due when the teacher starts the critique.
 Culminating experience:
-Teacher will lead the students in a critique and the students will reflect on their work by completing
a reflection worksheet.
-For part of the critique, students will place all the sculptures on the demo table. Students will
discuss the effects of certain color combinations, shapes, or textures in the paintings.
-Each student should turn in their finished reflections with their projects.
Modifications or Accommodations:
-List out steps (see below) for all activities and art project for students.
-Allow students to help others or complete more than one project if finished early.
-Allow students extended project time (until the unit is complete, rather than when on the critique
day).
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Steps:
-Vocabulary Worksheet
-Create 3 sketches (arrangements) of shapes, and have sketches approved.
-Begin designing painting. Students should use 5-7 shapes, at least 3 textures, and 5 colors: black,
white, and a set of triadic colors.
-Critique/Reflection
Reflection: (Each student is looking at their own art work)
-What triadic color set did you use? Why did you choose these colors?
-Write two things you think you did really well on.
-Write one thing you think you would change if you completed the project again.
-Write one descriptive paragraph about the painting in front of you. Write the description as if you
were describing the picture to someone over the phone or in a letter.
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Kansas State University
EDSEC500 Final Project-Unit plan rubric
Name(s)_________________________________________________________________________Date________________
3
Proficient
Plan includes a title that is consistent with the
theme. The theme has a real world focus with an
enduring idea that provides a very clear
conception of how art links students to the broad
experiences of life.
A full description of the materials and resources
is provided.
A variety of appropriate resources, materials and
technologies are selected and adapted that will
enable the art student to learn, make and
respond to art.
2
Basic
Plan includes a title that is consistent with the
theme. The unit’s enduring idea has a clear
conception of how art links students to the
broad experiences of life.
1
Unsatisfactory
Plan’s title isn’t consistent with the
theme. The unit’s enduring idea doesn’t
have a clear conception of how art links
students to the broad experiences of life.
A description of most of the materials and
resources is provided. A variety of
appropriate resources, materials and
technologies are selected and adapted that
will enable the art student to learn, make and
respond to art.
3. Contextual
information
Plan identifies the targeted developmental level,
provides the time allotted for instruction, lists all
necessary prior knowledge and includes
thorough plans for community resources.
Plan describes at least one specific strategy for
providing equitable, opportunities,
accommodations or modifications for any art
student identified under each contextual factor.
4. Goals and
Objectives
Learning goals and objectives represent either a
balance of low and high level objectives or are
mostly high-level objectives. Most of the
learning goals and objectives represent
important art concepts and/or skills and are
organized in a meaningful sequence. Most or all
of the learning goals are explicitly aligned with
national/state art standards appropriate for the
students and include aesthetic inquiry, art
historical inquiry, criticism inquiry and studio
performance.
Plan identifies the targeted developmental
level, provides the time allotted for
instruction, lists some necessary prior
knowledge and includes some plans for
community resources.
Some description for providing equitable,
opportunities, accommodations or
modifications identified under contextual
factors.
Learning goals and objectives are mainly
low-level knowledge objectives, but with
some higher-level objectives (i.e. analysis,
synthesis, evaluation or application of skills.)
Some of the learning goals and objectives
represent central art concepts and/or skills
and are organized sequentially. Some of the
learning goals are aligned with national/state
art standards appropriate for the students and
include aesthetic inquiry, art historical
inquiry, criticism inquiry and studio
performance.
5. Instructional
design
Multiple instructional strategies utilizing
multiple types/levels of learning are
incorporated throughout the unit. Application of
multiple intelligences and learning styles is
evident. Most strategies actively involve art
students in critical thinking, or problem solving
and provide opportunities where art content and
A complete description of the materials
and resources isn’t provided. Very few
appropriate resources, materials and
technologies are included and it’s not
apparent that they will enable the art
student to learn, make and respond to
art.
Plan doesn’t identify the targeted
developmental level or the time allotted
for instruction. It has a partial list of
necessary prior knowledge and includes
no plans for community resources.
No description for providing equitable,
opportunities, accommodations or
modifications identified under
contextual factors.
Learning goals and objectives reflect
only one level of learning (i.e. low-level
simple facts, recall, recognition,
identification). Learning goals and
objectives do not represent central art
concepts and/or skills. Learning goals
are not aligned with national/state art
standards appropriate for the students
and don’t include aesthetic inquiry, art
historical inquiry, criticism inquiry and
studio performance. There isn’t
evidence of how the lessons will
scaffold.
Only 1 strategy is incorporated
throughout the unit and relies only on
passive, rote, and/or recall strategies.
The unit design doesn’t include
procedures for engaging students in
active inquiry and doesn’t provide
opportunities for art students to actively
Components
1. Introduction to
the Unit:
2. Resources,
Technologies and
Materials
A limited variety of instructional strategies
are incorporated throughout the unit, but
reflect only the more common type (relies
mostly on direct instruction, visual, verballinguistic, paper-pencil). The unit design
includes some procedures for engaging
students in active inquiry but some
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Score
inquiry are held in high regard and where
students can actively learn and create. The
candidate demonstrates knowledge, competency
and teaching ability in the content of art.
procedures rely on passive, rote, recall
strategies but the art content and inquiry are
given some consideration to provide
opportunities for art students to actively learn
and create. The candidate demonstrates
knowledge, competency and teaching ability
in the content of art.
learn and create. The candidate
demonstrates partial knowledge,
competency or teaching ability in the
content of art.
6.
Interdisciplinary
connections
The teacher provides evidence that he/she
creates interdisciplinary learning experiences
that allow all students to integrate knowledge,
skills, and methods of inquiry from other subject
areas including technology and reading. The
teacher designs a plan that incorporates
collaborative and promotional strategies for
working with colleagues, families and
community groups to achieve common goals for
enriching the art program, enhancing students’
learning and improving schools.
The teacher provides evidence that he/she
creates interdisciplinary learning experiences
that allow all students to integrate
knowledge, skills, and methods of inquiry
from other subject areas including
technology and reading. The teacher designs
a plan that incorporates collaborative and
promotional strategies for working with
colleagues, families and community groups
to achieve common goals for enriching the
art program, enhancing students’ learning
and improving schools.
The teacher presents no evidence of
creation and use of interdisciplinary
learning experiences or instruction.
There is no mention of technology or
reading connections. The teacher’s plan
doesn’t include collaborative strategies
for working with colleagues and
families.
7. Assessment
The assessment examples include a range of
assessment formats that include pre, formative
and summative assessments. Each of the
learning goals is assessed and the criteria are
clear and include the following characteristics:
1. Measurable-All criteria for
assessment are described in
measurable terms (e.g. Not
“performance”, “activity”
“worksheet” as descriptive criteria.)
2. Comprehensive-Covers essential art
content and skills from instruction.
Does not assess irrelevant content or
skills,
3. Criteria level-Specifies the point at
which students successfully meet the
attainment of the learning objective.
The assessment examples include multiple
formats, but all formats are pencil/paper.
Examples are mostly summative
assessments. Some, but not all of the learning
goals are assessed. Assessment criteria have
been developed, but they are not clear.
Includes only 1 or 2 of the criteria on the left.
The assessment examples include only
one assessment format. All assessments
are summative. Assessment not aligned
with learning goals. Assessments
contain no clear criteria for measuring
student.
Each component must be met at the “Basic” level or above and the total score must equal a minimum of 16 points or 80%.
Total ____/21
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