3D Pop Art
Grade Level: 9-12th
Time: 5 class periods
Objectives: To explore the concept of Pop Art and enlarging scale in a three dimensional design.
Purpose: Have students understand the concept of converting a 2-dimensional drawing into a 3-dimenisonal sculpture. As well as applying design elements such as form, texture, shape and color while considering their relationship to a 3-dimensional surface.
NJCCCS: Visual and Performing Arts (Strand D)
1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre and visual art.
1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works
Materials:
Drawing Paper
Markers, colored pencils, paint
Hot glue, plaster gauze strips, scissors, exacto knives, foam board, card board, paint
Fabric, needles, thread, rulers
Vocabulary:
Pop Art
Mundane
Kitschy
Cultural Icons
Installation
Replica
Procedure:
1) Look at pop art handouts (Powerpoint-Andy Warhol, Roy Licthenstein, Claes Oldenburg)
2) What characteristics make these artists’ work pop art?
3) Discuss forms, colors, scale, and placement
4) Show teacher example and give other examples
5) Have students create a sketch of their own idea of an enlarged everyday object (emphasize details of object, colors, proportions when scaling larger, drawing from multiple angles)
6) View sketches/give approval
7) Give demonstration on how to use plaster gauze strips, cutting foam board, discuss exacto knife safety
8) Display works and discuss
9) Collect student critiques
Assessment:
Have group discussion of what students learned about pop art (summary), gallery walk having students view each other’s work, pick volunteers to share positive statements about art works. Collect students’ completed written critique. View completed works during critiques and look at forms to see if students understood concept of pop art.
Time: 5 class periods
Objectives: To explore the concept of Pop Art and enlarging scale in a three dimensional design.
Purpose: Have students understand the concept of converting a 2-dimensional drawing into a 3-dimenisonal sculpture. As well as applying design elements such as form, texture, shape and color while considering their relationship to a 3-dimensional surface.
NJCCCS: Visual and Performing Arts (Strand D)
1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre and visual art.
1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works
Materials:
Drawing Paper
Markers, colored pencils, paint
Hot glue, plaster gauze strips, scissors, exacto knives, foam board, card board, paint
Fabric, needles, thread, rulers
Vocabulary:
Pop Art
Mundane
Kitschy
Cultural Icons
Installation
Replica
Procedure:
1) Look at pop art handouts (Powerpoint-Andy Warhol, Roy Licthenstein, Claes Oldenburg)
2) What characteristics make these artists’ work pop art?
3) Discuss forms, colors, scale, and placement
4) Show teacher example and give other examples
5) Have students create a sketch of their own idea of an enlarged everyday object (emphasize details of object, colors, proportions when scaling larger, drawing from multiple angles)
6) View sketches/give approval
7) Give demonstration on how to use plaster gauze strips, cutting foam board, discuss exacto knife safety
8) Display works and discuss
9) Collect student critiques
Assessment:
Have group discussion of what students learned about pop art (summary), gallery walk having students view each other’s work, pick volunteers to share positive statements about art works. Collect students’ completed written critique. View completed works during critiques and look at forms to see if students understood concept of pop art.
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pop_art.pptx | |
File Size: | 724 kb |
File Type: | pptx |