Pop Art Unit Plan

Unit #: Seton-00104793 Date(s)

Team: Kylie Mulnix (Author), Jaime Croissant, Autumn Kostley, Alison McVay, Alexis Salvio
Grade(s): 6
Subject(s): The Arts
Interdisciplinary Approach(es): Project Based Learning, Problem Based Learning, Readers/Writers Workshop, STEAM, Humanities Program

Unit Focus

Our unit is about the art movement Pop Art and it will help better the understanding of what it is. Students will create multiple pieces of art that reflect on this movement to help them have a hands on learning experience in regards
to this movement. At the end of the unit, students will choose a piece they made and critique another student's work in a Pop Art Gallery presentation.

Stage 1: Desired Results - Key Understandings

Established Goals Transfer
What kinds of long-term, independent accomplishments are desired? Students will be able to independently use their learning to...
Pennsylvania Core Standards
Arts and Humanities: 6 T1 Create various pieces of artwork through their understanding of Pop Art, techniques, artists, creative thinking, problem solving, and expression.

Elements and Principles in each Art Form () T2 Understand how art movements affect how we know, understand, create, and look at art today.
Know and use the elements and principles of each art form to
create works in the arts and humanities. Elements Dance: T3 Real-world connections to Pop Art and Pop Culture.
energy/force space time Music: duration intensity pitch timbre
Theatre: scenario script/text set design Visual Arts: color T4 Be able to use the elements and principles of design when talking about artworks
form/shape line space texture value Principles Dance:
T5 Be able to interpret and critique artwork using the elements and principles of design.
choreography form genre improvisation style technique Music:
composition form genre harmony rhythm texture Theatre: balance
Meaning
collaboration discipline emphasis focus intention movement rhythm
style voice Visual Arts: balance contrast emphasis/focal point
movement/rhythm proportion/scale repetition unity/harmony
Understanding(s) Essential Question(s)
(9.1.8.A) What specifically do you want students to understand? What inferences What thought-provoking questions will foster inquiry, meaning making, and
Demonstration of Dance, Music, Theatre and Visual Arts () should they make? Students will understand that... transfer? Students will keep considering...
Recognize, know, use and demonstrate a variety of appropriate arts
U1 Pop Art is a very important art movement that had a huge impact on Q1 How do ideas inherent in artworks provoke, entertain, and challenge
elements and principles to produce, review and revise original
the arts. the status quo?
works in the arts. Dance: move perform read and notate dance
create and choreograph improvise Music: sing play an instrument U2 The skills, techniques, elements and principles of the arts can be Q2 How does history influence a piece of art?
read and notate music compose and arrange improvise Theatre: learned, studied, refined and practiced.
stage productions read and write scripts improvise interpret a role Q3 How are the elements and principles of art and design used to
design sets direct Visual Arts: paint draw craft sculpt print design U3 The art elements and principles of design are used often when critique artworks?
for environment, communication, multi-media (9.1.8.B) making formal critiques of artwork. By understanding art vocabulary,
Vocabulary Within each Art Form () students will be able to better describe artworks and how artistic Q4 How can I use my knowledge of the Pop Art movement to create a
Identify and use comprehensive vocabulary within each of the arts elements relate to one another. piece of artwork?
forms. (9.1.8.C)
Styles in Production, Performance and Exhibition () Acquisition of Knowledge and Skill
Demonstrate knowledge of at least two styles within each art form
through performance or exhibition of unique works. (9.1.8.D) Knowledge Skill(s)
Themes in Art Forms ()
What facts and basic concepts should students know and be able to recall? What discrete skills and processes should students be able to use? Students
Communicate a unifying theme or point of view through the
Students will know... will be skilled at...
production of works in the arts. (9.1.8.E)
Safety Issues in the Arts () K1 Have an understanding of colors (primary, secondary, S1 Painting
Demonstrate and maintain materials, equipment and tools safely at complementary, etc.)
work and performance spaces. Analyze the use of materials. Explain S2 Practicing safety in the classroom
issues of cleanliness related to the arts. Explain the use of K2 Students should be able to compare and contrast two or more works
of art/artists. S3 Using scissors properly
mechanical/electrical equipment. Demonstrate how to work in
selected physical space/environment. Demonstrate the selection of
K3 Students should be able to recognize Pop Art in everyday life. S4 Be able to verbalize and write thoughts clearly.
safe props/stage equipment. Demonstrate methods for storing
materials in the arts. (9.1.8.H)
K4 Students should be able to understand the difference between various S5 Producing works of art inspired by famous artists consists of studying
Context of Works in the Arts () the techniques, inspiration, and history relevant to the artistic
forms of Pop Art.
Explain the historical, cultural and social context of an individual movement.
work in the arts. (9.2.8.A)
Chronology of Works in the Arts () S6 Observational and tracing drawing techniques
Relate works in the arts chronologically to historical events (e.g.,
10,000 B.C. to present). (9.2.8.B)

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 Styles and Genre in the Arts ()
Relate works in the arts to varying styles and genre and to the
periods in which they were created (e.g., Bronze Age, Ming Dynasty,
Renaissance, Classical, Modern, Post-Modern, Contemporary,
Futuristic, others). (9.2.8.C)
Historical and Cultural Perspectives ()
Analyze a work of art from its historical and cultural perspective.
(9.2.8.D)
Historical and Cultural Impact on Works in the Arts ()
Analyze how historical events and culture impact forms, techniques
and purposes of works in the arts (e.g., Gilbert and Sullivan
operettas) (9.2.8.E)
Vocabulary for Historical and Cultural Context ()
Know and apply appropriate vocabulary used between social
studies and the arts and humanities. (9.2.8.F)
Geographic Regions in the Arts ()
Relate works in the arts to geographic regions: Africa Asia Australia
Central America Europe North America South America (9.2.8.G)
Philosophical Context of Works in the Arts ()
Identify, explain and analyze philosophical beliefs as they relate to
works in the arts (e.g., classical architecture, rock music, Native
American dance, contemporary American musical theatre). (9.2.8.I)
Historical Differences of Works in the Arts ()
Identify, explain and analyze historical and cultural differences as
they relate to works in the arts (e.g., PLAYS BY Shakespeare, works
by Michelangelo, ethnic dance and music). (9.2.8.J)
Common Themes in Works in the Arts ()
Identify, explain and analyze common themes, forms and
techniques from works in the arts (e.g., Copland and Graham’s
Appalachian Spring and Millet’s The Gleaners). (9.2.8.L)

Stage 2: Assessment Evidence

Performance Task(s)

Alignment Code Assessment Evidence

PT1
Standards Onomatopoeia Pop Art

9.1.8.A 9.1.8.B 9.1.8.C 9.1.8.D Performance Task

Students will gain an understanding of Pop art and create their own versions using the literary device of onomatopoeia.

PT2
Standards Artist Profile

9.1.8.C 9.1.8.E 9.1.8.H 9.2.8.A Performance Task

9.2.8.B 9.2.8.C 9.2.8.D 9.2.8.E
9.2.8.F Students will be assigned an artist to research, they will provide information like years active, origin, symbols. On one side of the paper will be the “profile” and on the back will be one
of the artist’s famous works that the student will be remaking.
T/U/Q/K/S

T1 U1 K1 T2 U2 Q2 K2 S2 T3 U3
Q3 K3 S3 T4 Q4 K4 S4 T5 S5 S6

PT3
Standards Candy Pop Art

9.1.8.E 9.1.8.H Due May 8, 2020

Performance Task

The students will create a Pop Art painting of a candy of their choice. They will use color and composition to show their understanding of Pop Art. They will study Andy Warhol and learn
how he approached this task. The students will use their understanding of Andy Warhol when completing their pieces.

Resources

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 RES2 Canvas, acrylic paint, paint brushes, critique game, rubric

PT4
Standards Lichtenstein Self Portraits

9.1.8.A 9.1.8.B 9.1.8.C 9.1.8.D Performance Task

9.1.8.E 9.1.8.H
The students will independently create self portraits, and be creative through their choice of picture (selfie), color, onomatopoeia, and usage of Roy Lichtenstein’s techniques.

Resources

RES2 Photos of Lichtenstein’s work, PowerPoint, video, handout, sharpies, transparency machine, mixed media paper, photo for reference, red blue and yellow
markers, cards for game, and questions

PT5
Standards Pop Art Gallery Critique and Presentation

9.1.8.A 9.1.8.B 9.1.8.C 9.1.8.E Performance Task

The students will use the elements and principles of art and design to critique another student's artwork during a Pop Art gallery that displays the students favorite works from the unit.
By using the elements and principles of art and design, the students will both write a critique a chosen artwork and then present their critique to the class.

Stage 3: Learning Plan

Alignment Code Learning Activities

LA1
Pop Art PowerPoint: Andy Warhol

Learning Activity

Students will be shown a PowerPoint on Andy Warhol along with a video. During the PowerPoint they will be asked to go pick out a piece of their favorite candy. They will then the
students will sketch out their candy.

Resources

RES2 PowerPoint and video

LA2
Lichtenstein activity, video, and handout

Learning Activity

Sponge activity where students will draw a picture with a partner/table to illustrate what key aspects make Lichtenstein’s artwork unique
Whole class discussion of sponge activity
Showing students a video about Roy Lichtenstein: Pop Artist Roy Lichtenstein
Letting students read through portions of this Pop Art Handout as a review/inspiration for the assignment

Resources

RES2 Video and Handout

LA3
Understanding Elements and Principles of Art and Design

Learning Activity

The students will fill out a K-W-L-H chart on the elements and principles of art and design.
Then, students will watch a short video on the elements of art.
Next, the class will participate in a practice verbal critique of another student 's work using a hand out with art definitions.

LA4
Onomatopoeia Pop Art

Learning Activity

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 Students will watch a video detailing the history of Pop Art. Students will then be asked to pick out themes of Pop Art they have noticed in the examples such as colors, content, words,
etc.
Students will be asked what they know about onomatopoeias and be asked to give some examples they saw in the powerpoint

Resources

RES2 Power point

Additional Information
Resources

RES RES RES

RES3 Pop Art PowerPoint: Andy Warhol -

Pop Art PowerPoint that talks about Andy Warhol. There is also a video provided about Andy Warhol too.
https://docs.google.com/presentation/d/1WPvq010JtaKTJhuZ4Z8Ukjjvk79VL89AXp-N1vpSq7k

RES4 Critique Game -

A game where students are able to critique other students pieces of work and will be able to gain feedback on their projects.
https://docs.google.com/document/d/1iVJZRFPdVN0AU9RUCqhBw3O1_yiFOqo7NkVp3_CxXl4

RES5 Candy Pop Art Rubric -

Rubric for the Candy Pop Art paintings.
https://docs.google.com/document/d/1iVJZRFPdVN0AU9RUCqhBw3O1_yiFOqo7NkVp3_CxXl4

RES6 Roy Lichtenstein Powerpoint - https://docs.google.com/presentation/d/1GHATc9brxKadGcGmtA0i9TP5vW41obETCfeHD21N5_c/edit#slide

This powerpoint gives students an overview of Lichtenstein's work, a comparison of Lichtenstein's and Warhol's art,
informational video, introduction to their assignment, and examples.
https://docs.google.com/presentation/d/1GHATc9brxKadGcGmtA0i9TP5vW41obETCfeHD21N5_c/edit#slide=id.g35f391192_00

RES7 Lichtenstein Portrait Critique Game -

Students will play a critique game called the “Unfair Game” inspired by Ms. Hirshberg at Wendover Middle School, as well as
Marvin Bartel. The teacher will arrange 10 questions on the board, and students will pick a card to determine how many
points they can get from answering a question. Point values are sporadic including high numbers and negatives(making the
game more interesting). Students get to choose which question they want to answer, and if they get it right they receive the
number of points on the card they selected. The object of the game is to have the lowest number of points.
Some of the questions include:
What are the parts of my artwork that are more challenging than what I usually do?
What did I learn today by doing this work of art?
What did I do in this artwork that I never tried before?
What skills did I learn and practice as I was creating this artwork.

RES8 Lichtenstein Handout -

Letting students read through portions of this Pop Art Handout as a review/inspiration for the assignment

RES9 Lichtenstein Self Portrait Rubric - https://docs.google.com/spreadsheets/d/1cfRHEjYbhhHudHW_kROL1uNJMcGh3R9B3oNM5JDe1bw/edit#gid

Rubric for Lichtenstein Self portrait project.
https://docs.google.com/spreadsheets/d/1cfRHEjYbhhHudHW_kROL1uNJMcGh3R9B3oNM5JDe1bw/edit#gid=0

RES10 K-W-L-H Chart - https://docs.google.com/document/d/1XwVX1CrptD7b2m8GaKcJKr-18lnBdnVsuQv35Hju2fk/edit?usp=shar

Students will use this worksheet to sort out what they know, want to know, what they learned about, and how they can learn
more about the elements and principles of design.

RES11 Elements and Principles of Art Handout - https://docs.google.com/document/d/1XwVX1CrptD7b2m8GaKcJKr-18lnBdnVsuQv35Hju2fk/edit?usp=shar

Students will use this as reference throughout class and during their written critiques.

RES12 Elements of Art Video - https://www.youtube.com/watch?v=uVrh3frrC38

Students will watch this and use the elements hand out for reference.

RES13 Rubric for Written Critique and Presentation during Gallery - https://docs.google.com/document/d/1XwVX1CrptD7b2m8GaKcJKr-18lnBdnVsuQv35Hju2fk/edit?usp=shar
https://docs.google.com/document/d/1XwVX1CrptD7b2m8GaKcJKr-18lnBdnVsuQ...

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RES14 POP ART WORKSHEET.docx -
The pop art worksheet will be handed out to students to detail the steps they should be taking, and provide a reference
RES15 Pop Art Power Point.pptx -
Onomatopoeia Pop art power point

RES16 Pop Art Power Point.pptx -

Onomatopoeia pop art power point

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