CMS WEEKLY LESSON STRUCTURES
TEACHER: Johnson
SUBJECT: ART
GRADE: 7th
DATE: 02/27/2012
UNIT: Pop Art!
GPS Standard(s):
VA7MC1: Identifies and works to solve problems through creative thinking, planning and/or experimenting with art methods and materials.
VA7MC3: Interprets how artists create and communicate meaning in and through their work.
VA7MC4: Participates in dialogue about his or her artwork and the artwork of others.
VA7CU1: Discovers how the creative process relates to art history.
VA7CU2: Investigates and discovers personal relationship to community, culture, and world through creating and studying art.
VA7AR1: Develops and maintains and individual portfolio of artworks.
VA7AR2: Crits personal artworks as well as the artworks of others using visual and verbal approaches.
VA7AR3: Reflects and expands the use of visual language throughout the artistic process.
VA7C1: Applies information from other disciplines to enhance the understanding and production of artworks.
VA7C2: Develops fluency in visual communication.
VA7C3: Expands knowledge of art as a profession and/or a vocation and increases personal life-skills through artistic endeavor.
VA7PR1: Understands and applies media techniques and processes with care and craftsmanship.
VA7PR2: Creates artwork reflecting a range of concepts, ideas, and subject matter.
VA7PR3: Uses the elements and principles of design along with a variety of media techs. And skills to produce 2D and 3D art.
VA7PR4: Keeps a visual/verbal sketchbook consistently throughout the course to collect, develop, and preserve ideas in order to produce art.
Enduring Understandings: Pop Art is a movement that is about the reaction to popular culture. Pop Art uses images from pop culture (movies,
food labels, billboards, news events) and turns them into art. Pop Art began in the 1960s and continues today. Three famous Pop Artists are
Andy Warhol, Roy Lichtenstein, and Wayne Thiebuad.
UNIT ESSENTIAL QUESTION: What is Pop Art?
MONDAY
How can I create a
winter/holiday
illustration with NO
words?
Students will complete
coloring their artwork.
Summative.
TUESDAY
LESSON EQ:
What is Pop Art? Who
are Warhol,
Lichtenstein, and
Thiebaud?
ASSESSMENT:
Students begin final
project. Lichtenstein:
portrait outline.
WEDNESDAY
LESSON EQ:
How can I create a Pop
Artwork?
THURSDAY
LESSON EQ:
How can I create a Pop
Artwork?
FRIDAY
LESSON EQ:
How can I create a Pop
Artwork?
ASSESSMENT:
Students begin final
project. Lichtenstein:
portrait outline. Thiebaud:
ASSESSMENT:
Students continue on
projects in class.
Lichtenstein: ½ through
ASSESSMENT:
Students continue on projects
in class. Lichtenstein: adding
color blocking. Thiebuad: 2/3
Both of these
illustrations are
unusual for a reason.
What do you think this
reason is? **Hint: it is
NOT what is in the
picture.**
Review illustration
Review key terms using
standards matrix:
illustration,
perspective, point of
view, narrative
Review the project for
students
Review class working
time expectations
Discuss the importance
of following directions
Lead students in studio
session
2-3 students share
about warm up
Verbally define project
terms by interacting
with standards matrix
Aid with the
verbalization of
expectations
Studio Session
Thiebaud: cake outlines.
Formative.
cake outlines. Formative.
dot matrix. Thiebuad: 1/3
completed. Formative.
completed. Formative. (Last
day of project will be Monday
11/14).
WARM-UP &
OPENING:
WARM-UP & OPENING:
WARM-UP & OPENING:
WARM-UP & OPENING:
All of these artworks are
examples Pop Art. Which
one of these artworks is by
Andy Warhol?
All of these artworks are
examples of Pop Art.
Which one of these
artworks is by Wayne
Thiebuad?
All of these artworks are
examples of Pop Art. Which
one of these artworks is by
Roy Lichtenstein?
Review Pop art, Warhol,
Lichtenstein, and Thiebaud
Review key terms
Review project(s)
expectations
Peer critique
Circulate and aid as
needed.
Define clean up procedures
Review Pop art, Warhol,
Lichtenstein, and Thiebaud
Review key terms
Review project(s)
expectations
Peer critique
Circulate and aid as
needed.
Review clean up
procedures
Review Pop art, Warhol,
Lichtenstein, and Thiebaud
Review key terms
Review project(s)
expectations
Circulate and aid as needed.
Review clean up procedures
2-3 students respond to the
warm up
Students aid in the
identification of artist styles
on ppt
Peer critique
Studio Session
2-3 students respond to the
warm up
Students review project
key terms using the
standards matrix for aid
Peer critique
Studio Session
2-3 students respond to the
warm up
Students discuss the
hard/difficult aspects of their
projects with their table/class
Studio Session
All of these artworks are
examples of Pop Art.
What do you think Pop
Art means?
INSTR. STRATEGIES
Intro to Pop Art
Ppt about Pop Art
Define artists: Warhol,
Lichtenstein, and
Thiebaud.
Define terms: popular
culture, visual culture,
dot matrix, and
blending.
Add vocabulary to
standards matrix.
Intro the projects
5 minute demo about
projects
Lead students in
sketching session
WORK SESSION
2-3 students respond to
the warm up
Students choose which
category to add key
terms to on standards
matrix
Students choose either
Lichtenstein or
Thiebaud projects after
viewing demos
Sketching session
Create modified tools
for those as needed.
Encourage those to who
have difficulty with
language to verbalize
themselves through
drawing. Provide easels
as needed. Provide
methods for non-verbal
response.
CLOSING:
After clean up, students
will define project
terms. The teacher will
introduce the
expectations for the
project and the
expectations for the
next day’s class.
SPECIALIZED INSTR.
Provide opportunities
for one on one time for
students. Encourage
peer mentorship.
Modified materials for
students as needed.
CLOSING
Review project
expectations and
vocabulary. Students
share what they
like/dislike about their
work. Introduce the
topic of the next day’s
class.
Provide opportunities for
one on one time for
students. Encourage peer
mentorship. Modified
materials for students as
needed.
Provide opportunities for
one on one time for
students. Encourage peer
mentorship. Modified
materials for students as
needed.
Encourage peer mentorship
and provide opportunities for
one on one instruction.
Provide modified tools as
needed.
CLOSING
Review project
expectations and
vocabulary. Students share
what they like/dislike about
their work. Introduce the
topic of the next day’s class.
Review project
expectations and
vocabulary. Introduce the
topic of the next day’s
class.
Review project expectations
and vocabulary. Introduce
the topic of the next day’s
class.
Students are to view the
presentation –available on
the art blog. The teacher
will spend time in a miniconference during class to
aid the student in the
project expectations. Any
more studio time that is
needed can be made up –at
the request of student or
teacher- before school.
Students are to view the
presentation –available on the
art blog. The teacher will
spend time in a miniconference during class to aid
the student in the project
expectations. Any more
studio time that is needed can
be made up –at the request of
student or teacher- before
school.
RECOVERY
Students are to view
the presentation –
available on the art
blog. The teacher will
spend time in a miniconference during class
to aid the student in the
project expectations.
Any more studio time
that is needed can be
made up –at the
request of student or
teacher- before school.
Students are to view the
presentation –available
on the art blog. The
teacher will spend time
in a mini-conference
during class to aid the
student in the project
expectations. Any more
studio time that is
needed can be made up –
at the request of student
or teacher- before
school.
Students are to view the
presentation –available on
the art blog. The teacher
will spend time in a miniconference during class to
aid the student in the
project expectations. Any
more studio time that is
needed can be made up –at
the request of student or
teacher- before school.