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Lesson: Andy Warhol Pop Art Portraits Printmaking GLEs: Grade: 4 Products/Performance: Time: 3-4 50 min periods ___create light, med & dark values in pencil Key Idea: The student will learn how to create an image through relief ___wet-on-wet w/ watercolor printmaking, portraiture, and create a composition like pop artist, Andy Warhol. The ___mix tints w/ tempera student will also explore contrasting colors, portraiture, proportion, texture, ___mix shades w/ tempera repetition, emphasis, and unity ___use simple loom to create fiber weaving ___paper folding techniques ___model organic forms Objectives: The student will construct a portrait using proper proportions on a _x_build/layer materials to create refielf Styrofoam plate creating a relief block; print the image apply proper printmaking Subject Matter/Theme: concepts. _x_portrait: facial features in correct The student will create a composition that uses the influence of Andy Warhol by proportion using contrasting colors, portraiture, proportion, texture, repetition, emphasis, and _x_portrait: exaggeration, simplification, unity. distortion in abstract portrait The student will analyze and critique Andy Warhol’s artwork. ___still life: exaggeration, simplification, The student will compare and contrast pop culture of Andy Warhol’s time to current distortion in abstract still life pop culture. ___landscape: original seascape _x_functional art: create graphic art ___theme: Missouri ___theme: environment ___theme: realism & abstraction Materials/Resources: Large white paper, 6 small pieces of paper, brayers, _x_theme: time printing ink, paper plates, foam plates and glue, practice paper and crayons. Andy Warhol PowerPoint and Prints. Elements/Principles: ___outline ___organic shapes _x_relief sculpture ___organic form ___tints and shades ___value scale ___placement and change in detail to create space ___positive and negative space ___radial balance ___focal point _x_value contrast _x_facial proportions Artistic Perceptions: ___Aesthetics: What is art? What is beauty? Should art be beautiful? Should art look real? _x_Art Criticism: outlines, organic shapes, organic forms, colors & tints, values, positive & neg. space, radial balance, focal point, value contrast, complex pattern, facial proportions Interdisciplinary Connections: ___the student will act out a scene from a Missouri artwork ___understand how Missouri artists have contributed to Missouri and national heritage Historical/Cultural Contexts: ___identify works of art from Missouri and Europe _x_compare and contract two works of art related to subject matter, media, value, space, theme, purpose, and place Procedures/Process: Anticipatory Set: Class discussion about what POP culture and ART is. Direct Lesson Plan: Write on front chalkboard: 4th Grade Printmaking Portraits 1. View PowerPoint Presentation 2. Demonstrate how to draw the face using proper proportions 3. Draw face 4 times and color in with contrasting color. 4. Clean up 1. Show PowerPoint of Images of Pop Art and Andy Warhol and discuss what we see 2. Hand out papers to draw face/portrait on it (Repeat 4 times). 3. Distinguish Complementary colors and then Color in with crayons. Next Class 4. Review proportion. Draw template on the board 5. Hand out papers to draw face/portrait on it 6. Hand out Styrofoam plates—explain that we will be creating a relief print (Ask what a relief print is…A. crave/draw into a plate, ink the plate and the raised surface prints on the paper.) 7. Demonstrate how to draw on the plate using a magazine as a cushion. 8. Trace the portrait onto the Styrofoam plate 9. Next, demonstrate the use of the brayers. Place the same amount of paint that you would when brushing your teeth (At this time demonstrate how to ink the plate/go in one direction) Also at this step explain contrasting colors and how ink shows up better because of it 10. Show how to place paper down and roll it with a brayer 11. Next, show how to glue dried images down on the paper using four dots of glue only 12. When doing these last few steps, show example again to reiterate the idea of the lesson Closure: After clean up, ask students specific questions about the lesson. Review : contrasting colors relief printing what other things can be used as a plate texture repetition-where else we see this, such as patterns on furniture, clothes, etc. Informal Critique Differentiated instruction: Advanced-- add more detail and multiple colors to print Below average—have them choose fewer colors of ink and one paper choice and have them do fewer prints Strand 1 (FA1) Strand 3 (FA3) Knowledge of the process and techniques for the Knowledge of vocabulary to explain perceptions about production, exhibition, or performance of one or more and evaluation of works in dance, music, theater, and the of the visual or performing arts. visual arts. The student will identify and apply Tools appropriately The student will recognize and apply specific vocabulary in the production of visual art works: associated with the Basic Art Elements: ___Scissors __x__Line ____Form ____Paintbrush __x__Color ____Texture ____Clay Roller ____Shape ____Space ____Brayer __x__Value ____Loom ____Needle The student will recognize and apply specific vocabulary ____Ruler/Straight Edge associated with the Principles Of Design: ____Compass ____Balance ____Emphasis __x__Pattern __x__Unity The student will identify and apply Materials ____Rhythm appropriately in the production of visual artworks: _x___Contrast _x__Drawing Pencils ____Yarn/Thread ____Crayon ____Colored Pencils The student will be able to describe how artists have used ____Markers ____Chalk Pastels Basic Art Elements in works of art: __x__Glue ____Oil Pastels __x__Line ____Form _x___Paper __x__Ink __x__Color ____Texture ____Tempera ____Clay ____Shape ____Space ____Watercolor ____Glaze ____Value The student will identify and apply Techniques and The student will be able to describe how artists have used Processes appropriately in the production of visual Principles of Design in works of art: artworks: ____Balance ____Emphasis __x__Drawing Techniques ____Weaving __x__Pattern __x__Unity ____Finishing/Mating ____Paper Manipulation ____Rhythm __x__Printmaking ____Finishing/Installing __x__Contrast ____Tempera Painting ____Watercolor ____Color Mixing ____Lettering The student will be able to recognize and describe ____Clay Forming/Building ____Sculpture different mediums used in art production process. Strand 2 (FA2) Strand 4 (FA4) Knowledge of the elements and principle of different Knowledge of the interrelationships of visual and art forms. performing art and the relationship of the arts to other disciplines. The student will demonstrate and apply knowledge of the basic Elements and Principles: The student will explore the interrelationships between __x__Line Type __x__Color Classifications the visual and the performing arts: ____Space ____Line Direction ____Dance ____Music ____Theater ____Color Temp ____Balance ____Line Quality __x__Color Schemes The student will explore the interrelationships between __x__Rhythm/Repetition ____Line Use the visual arts and other disciplines: __x__Color Properties ____Contrast ____Communication Arts ____Math ____Shape ____Texture __x__Social Studies ____Science __x__Emphasis ____Form __x__Value ___x_Unity Strand 5 (FA5) Knowledge of the visual and performing arts in historical and cultural contexts.
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