Lesson Title: Warhol Cats
Teacher: Laura Kim
Modified by: Jennifer Heyser
Grade Level: 2
Media Focus: Drawing & Painting
Unit: 4
FCS Standards and Elements:
MEANING and CREATIVE THINKING
VA2MC.1 Engages in the creative process to generate and visualize ideas.
a.
Uses a sketchbook for visual/verbal planning and self-reflection.
CONTEXTUAL UNDERSTANDING
VA2CU.2 Views and discusses selected artworks, cultures, and artists (to include a
minimum of six artists/cultures per year).
c.
d.
Theorizes and suggests how culture and environment provide inspiration for
creating artworks.
Recognizes media and technique.
PRODUCTION
VA2PR.1 Creates artworks based on personal experience and selected themes.
a.
b.
c.
d.
Creates artworks to express individual ideas, thoughts, and feelings from
memory, imagination, visualization and observation.
Combines materials in new and inventive ways to make a finished work of art.
Produces artworks emphasizing one or more elements of art; space, line, shape,
form, color, value, and texture.
Produces artworks emphasizing one or more principles of art: balance,
proportion, rhythm, emphasis, unity, variety, movement, contrast, and pattern.
VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art
processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe
and appropriate manner to develop skills.
a.
Creates drawings and paintings with a variety of media.
ASSESSMENT and REFLECTION
VA2AR.2 Uses a variety of approaches to understand and critique works of art.
Fulton County Art Education Program
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
c.
d.
Compares and contrasts artworks based on subject, theme, and/or elements.
Expresses preference for one of two or three artworks using art vocabulary.
CONNECTIONS
VA2C.1 Applies information from other disciplines to enhance the understanding and
production of artworks.
b.
Discusses where artists get ideas for artwork.
VA2C.2 Develops life skills through the study and production of art.
a.
b.
c.
d.
g.
Manages goals and time.
Directs own learning.
Demonstrates persistence; problems have more than one solution.
Takes care in craftsmanship
Adapts to change.
Overarching Goals of this Lesson (Essential Questions?):
Who is Andy Warhol?
What is implied texture?
What shapes and forms are used to draw a cat?
How do artists show depth in an artwork?
Vocabulary/Word Wall:
Warhol
height
depth
dimension
geometric
organic
texture
shape
Materials:
Teacher Materials:
12 x 18 white paper
Pencils
Sharpies
Warhol’s Red Sam
12 x 18 colored construction paper
9 x 12 colored construction paper
Construction paper crayons
Watercolors
Paintbrushes, water
Small lengths of pre-cut yarn
Glue
Scissors
Teacher sample
Warhol – 25 Cats PPT
Warhol reproduction of “Sam’s”
Fulton County Art Education Program
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Procedure:
Week One:
 Introduce lesson to students. Tell them facts about Andy Warhol’s life.
 Did you know that he and his Mom both loved cats and had many of
them – all named Sam (except one named Hester)?
 He loved them so much he made a book with 25 different pictures of his
cat Sam.
 View PPT – Compare and contrast the cats. Which is your favorite?
Why?
 What do you notice about the cats in Warhol’s art?
 Why might he be inspired to draw them?
 Discuss Warhol’s techniques.
 Demonstrate for students how to draw a cat using simple shapes. How
did Warhol use line to draw his cats? How can you?
 Let students choose how they want to draw their cat: sitting, laying
down, standing, etc.
 Pass out supplies and allow students to draw their cats.
 Review Warhol facts
Week Two:
 Review week one.
 Students will design something for their cats to be sitting on – rug, chair,
etc.
 Teacher will demonstrate how to use colored construction paper to do
this – remember to include a pattern!
 Students will then choose a color scheme for their project and paint their
cats using watercolors.
 Teacher observation during studio time.
Week Three:
 Review concepts, vocabulary and artist information
 Students will choose a colored piece of 12 x 18 construction paper to use
as their background.
 Cut out cats and rugs (chairs, etc.)
 Students will then problem the solve the best way to glue down their cat
and rug in order to show depth in their artwork.
 Students can add a piece of yarn for the cat “to play with” for a 3D
effect.
Evaluation/Assessment:
Teacher Observation
Fulton County Art Education Program
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Fulton County Art Education Program
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007