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Unit Plan Proforma

Melissa Hylan 3 x 60 minutes
NAME: TIME: lessons DATE: Term 4 2016
Popart: Andy Warhol
ACTIVITY: SCHOOL/ CLASS / YEAR Year 4 (School no.2)
LEVEL

Links to Curriculum areas Mathematics: Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091).

Overview Statement for the Unit

Introducing students to artworks from different times, this unit will introduce pop art, with a focus on the pop art created by artist Andy Warhol. Students
will examine and explore his works, whilst relating it to the visual elements he uses. Student will use their developed knowledge on pop art to create their
own printing blocks to make their own pop art. Students will draw on line, colour, balance and symmetry to create. They will self evaluate their artwork
and using their skills as an audience will critically evaluate and reflect on the work of their peers.

General Outcomes for the Unit

Learning Outcomes:
 Explore and discuss the history and visual conventions of pop art.
 Identify and critically evaluate pop art created by artist Andy Warhol.
 Investigate, explore and create pop art using elements of line, repetition, symmetry, balance, proportion and colour.
 Reflect on own work and work of others as an audience of visual art.

Content Descriptions General Capabilities Cross-Curricular Priorities

ACAVAM110 Critical and creative thinking (CCT) Mathematics (ACMMG091).
ACAVAM111 Literacy (Lit)
ACAVAM112 Personal and Social Capabilities (PSC)
ACAVAR113
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Evaluation of the Outcomes

Assessment Methods:

Summative: Small group inquiry form.

Summative: Self-evaluation: Student Rubric: Andy Warhol Pop Art.
Summative: Andy Warhol Pop Art observational checklist.(Teacher).

Learning Activity Teaching Strategy Resources needed Assessment

Outcomes
Lesson Sequence

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Lesson 1
Explore the visual art Students will be Students will be introduced to to the
form of pop art from
the 1950’ and 1960’s. able to: website: A guide to Pop Art;
Be introduced to the https://www.youtube.com/watch?v=L
-identify pop art
artist Andy Warhol sY4ihZCJL8
and his artwork, in as a form of
order to develop an artwork. and website: Pop Art and Andy
understanding of this Warhol;
- to discuss the
artistic form and its
importance in past visual https://www.youtube.com/watch?v=U
history. conventions of lz64VDhwXM
pop art. Whole class discussion. Access to websites; Summative:
In order to:
- to identify and A guide to Pop Art; Small group inquiry
 Discuss what pop art is, and https://www.youtube.com/ form.
crtically evaluate
how and when it became an watch?v=LsY4ihZCJL8
pop art created
artform.
by an artist. and website: Pop Art and
 To explore Andy Warhol as Andy Warhol;
an artist and pop art created
by him. https://www.youtube.com/
watch?v=Ulz64VDhwXM
 To engage in discussion
about the elements of line, Small group inquiry. Computer, and interactive
colour and repetition and whiteboard.
features used in Andy Printed images of Andy
Warhols pop art. Warhols pop art pieces:
 To collaboratively discuss a Marilyn Monroe, Mick
piece of Andy Warhols Jagger, Jackie Onassis.
popart and critically evaluate
it. Understanding how visual
elements create meaning
(LIT).

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 To identify and clarify

information and ideas (CCT).

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Lesson 2
Students will be Students will Foam blocks Summative:
Students will engage able to; Teacher;
 Investigate how pop art was Students create artwork Match sticks/ popsticks
in discussion about
the elements used in -develop their created. Using silk printing, individually Checklist: Andy
Large white paper
pop art. Focusing on ideas, make and discuss how we can do it Warhol Pop Art
Teacher guides and assists
the element on line design a printing using stencils or through Black paint activity
and colour. where needed.
block. drawing. Paint tray observational
checklist
- make  Consider alternatives for Paint roller (participation and
judgements on creating pop art (CCT).
Newspaper engagement in
balance,
 Create a screen printing discussion and print
repetition,
block with foam. block making).
proportion and
 Use their screen printing Andy Warhol Pop Art
contrast when Teacher assess with
block to print on their paper activity observational
printing. observational checklist.
for their pop art.. checklist

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Students will be Students will: Colour wheel Summative:

Lesson 3 able to; Students;
 Engage in discussion about Whole class discussion.
-discuss and the colour wheel. Student Rubric for
Coloured paints
engage in the Andy Warhol Pop
 Will create a piece of pop art
effects of colour, Individual work. Coloured pencils Art. (individual
Students will use using their prints from the
and be able to Coloured crayons reflection).
knowledged previous lesson. Using tool
identify the hue,
developed about pop of choice. Individual reflection, using Coloured textas
value and tone
art prints and their  Will self-evaluate their work student rubric. Summative:
that colour may
prints completed in and recognise personal Teacher;
reflect. Teacher to assess with
the last lesson to achievements (PSC). Student rubric for Andy
create their own pop - will be reflective checklist. Checklist: Andy
Warhol Pop Art.
art picture. of their work and Warhol Pop Art
Andy Warhol Pop Art activity
be able to
Students will critically activity observational observational
describe the
evaluate their work checklist checklist (Using
visual
and that of their elements in Pop
conventions they
peers. Art).
have used.

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Student rubric for Andy Warhol Pop Art Task

Name: __________________________________________ Date: ______________

Success criteria Indicators of student performance

High Medium Low
Ability to I can confidently describe what Pop Art isI can kind of describe what Pop I can’t really describe what Pop Art is and what it
describe what and what it looks like. Art is and what it looks like. looks like.
Pop Art is,   
Ability to use I found it easy to use my ideas and use I found it some what easy to use I found it hard to use my ideas and use the
your ideas to the techniques to make a printing block. my ideas and use the techniques to make a printing block.
create a printing techniques to make a printing
block for my block.
 
picture. 
Ability to develop I have carefully considered and made I have thought about and used I have used at least two of the visual elements (line,
my Pop Art work use of visual elements (line, repetition, visual elements (line, repetition, repetition, symmetry, balance and colour) when
through printing symmetry, balance and colour) to create symmetry, balance and colour) creating my Pop Art.
and visual my Pop Art. when creating my Pop Art. 
element choice 

Final Product I am extremely happy with my final I am happy with my final I am not happy with my final product.
product. I think my artwork looks like Pop product.
Art
  

Comments:

What do you think is a positive of your Pop Art?

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What do you think you could have improved on?
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Andy Warhol Pop Art Observations

What are the images of?

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Are they similar or different? How?

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What types of line have been used?

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What colours have been used?

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How does this colour make you feel?

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What do you think Andy Warhol was trying to say in this Pop Art?

____________________________________________________________________________________________________________________________________
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Andy Warhol Pop Art activity observational checklist assessment

Student Follows Uses Reflects Identifies and Engages in Engages in

Name instruction on balance knowledge describe group the Pop Art
how to make a and of colour elements discussion. experience
printing block. symmetry can they have and has
in their identify used in their produced a
image why they Pop Art final piece of
printing. used the work to self-
colours evaluate
they have
used.