TOPIC LESSON SESSIONS LEVEL

ART ANDY WARHOL 8 3RD OF PRIMARY

KEY COMPETENCES: Artistic and cultural
TRANSFERABLE COMPETENCES
Communicative competences: Communicative, linguistical and audio-visual.
Methodological competences: Information handling and digital competence.
Learning to learn.
Personal competences: Authonomy, initiative and decision taking.
Aims:

- To get to know Andy Warhol and Pop Art

- To recognize and distinguish Warhol’s works

TEACHING OBJECTIVES LEARNING OUTCOMES COMMUNICATION

CONTENT PUPILS WILL BE ABLE TO: Language OF learning:
- Understand the main facts CONTENT  Key phrases needed:
about Warhol’s biography. - Understand a tale about What is it? It’s a...
Andy Warhol’s life.  Key vocabulary:
- Acquire the main facts He painted animals, famous people,
about Warhol’s biography. usual things and commercial brands.
- Recognize Andy Warhol’s - Recognize Warhol’s
works. works.
- Organize ideas in a Mind
map about Andy Warhol.
- Identify the most important - Classify works into the
things of his style: colours, main topic boxes.
topics.

- Apply Warhol’s style in pupils’ - Colour a Campbell’s Tomato

creations. Soup can.
- Reproduce Warhol’s flowers.
- Colour the pupils’ skretched
photos.
COGNITION
To allow opportunities for
pupils to:
- Identify main facts about
Warhol’s life.
- Read, understand and apply
written instructions.
- Apply knowledge to recognize
their learning progress
- Apply knowledge to work with
autonomy.
CULTURE:
 To be familiar with celebrities Warhol painted.
 To be aware that art is everywhere around us. (Campbell’s soup, Brillo, Pepsi, Coca-Cola…)
ASSESSMENT CRITERIA:
The teacher may conduct a continuous monitoring of student learning by an on-going assessment.
COGNITION Language FOR learning:
Pupils will be able to: • Language to manage
- Understand the new misunderstanding (I don’t understand,
vocabulary and concepts. Can you say …. in English?, What
- Understand written does …… it mean?)
instructions and carry out the • Language to ask for permission
actions. • Language to ask and answer
questions
• Language to develop the given
tasks
• Basic classroom language
• Language to develop the given
tasks: draw a draft, think about your
design
• Language to follow instructions:
Listen to me, look at me, look at the
picture, work with your hands, shape,
model, cut, add.
• Language to develop the given
tasks.
•
• Actions to be done before the art
process: asking for materials and
tools like ‘Can I have…, please?’
• Actions to be done after the art
working process: Tidy up, Throw
the newspapers in the bin, Gather
all the material, Clean the tables,
Wash hands.
• Language for descriptions: There
is/are; There isn’t/aren’t; It has got/It
hasn’t got.
• Language to develop the given
tasks: Write, Match, Read aloud,
Read silently, Fill in the gaps)
Language THROUGH learning:
• Language to complete tasks
• Language from seeing
presentations
ANDY WARHOL
Lesson 1: Introducing the unit

Resources needed:
PPS: My uncle Andy
a blank sheet to each pupil.

Introduction: This lesson is designed to introduce the artist Andy Warhol.

Activity 1
Grouping: plenary
Explain to pupils that they're going to look at a PPS that explains a story about an artist.
Tell them to pay attention because at the end they will have to answer some questions.
Look at the PPS and read and comment the pictures in order that the pupils understand
the plot.

Activity 2
Grouping: plenary
Ask the students the following questions:
- Where did uncle Andy live? (In New York)
- Who lived in that big house? ( Uncle Andy, Grandma and 25 cats)
- What was in Jamie's room? (Not real soup boxes)
- The house was full of... (Different strange objects)
- What did uncle Andy? (Painting)
- What did Jamie do to help uncle Andy? (Paint a giant painting)
- What did uncle Andy do at nights? (He went to parties)
- What did Maddie discover? (That he wore a wig)
- What did uncle Andy paint? (Persons, objects)
- What present did uncle Andy give to Jamie? (Painting tools)

Activity 3
Grouping: plenary
Sum up the information they've learned from the PPS: Uncle Andy was an artist that
lived in a big house in New York. He painted pictures with persons, objects...
Ask the students to find who this artist was. They have to do this as homework for the
next season.

Activity 4
Grouping: individually
Give to each pupil a blank sheet of paper and ask them to draw and colour a portrait of
uncle Andy. Show them a slide of the PPS to guide them. This picture will be used at the
end of the unit to make the cover.
Lesson 2: Introducing Andy Warhol

Resources needed:
PPS: Andy Warhol

Introduction: Pupils will discover who Uncle Andy was: Andy Warhol. They will learn
some basic information about him.

Activity 1
Grouping: plenary
Ask the students if they've found what artist was Uncle Andy. Listen to all the answers
and comment them. If nobody has found him or the answers are not correct, explain
that he was Andy Warhol, a very famous painter.

Activity 2
Grouping: plenary
Show the PPS and comment the pictures. Make the children understand all the
information. Ask them if they have seen some of the pictures from the story in the PPS.
Point that Warhol painted mainly animals, persons, usual things and commercial
brands. Ask the pupils what kind of colours did he used.

 If there’s time left, continue with Warhol’s drawing for the cover.
Lesson 3: Revision of basic information

Resources needed:
Word document: LESSON 3 - TRUE OR FALSE
A small blank sheet to each pupil.

Introduction: Children will revise important information they've seen in the previous
lesson.

Activity 1
Grouping: plenary
Ask the children what important facts they remember about Andy Warhol. Use
scaffolding: Andy Warhol was from..., He liked to paint..., He used...
Ask every student to make a sentence.

Activity 2
Grouping: individually
Show the students the word document LESSON 3 - TRUE OR FALSE. Give to each
one a small blank sheet and ask them to read the sentences and decide if they're true
or false. Tell them to write the sentences numbers and a tick or a cross next to each
one.

Activity 3
Grouping: plenary
Correct their answers on the PDI. Ask volunteers to match the sentences with the tick or
the cross.
Comment the sentences and review the PPS if necessary.

 If there’s time left, continue with Warhol’s drawing for the cover.
Lesson 4: Summarize and fix what students have learned

Resources needed:
Small blank paper.
Worksheet 1: mind map

Introduction: Children will sum up the most relevant information they've learned about
Warhol.

Activity 1
Grouping: in pairs
Ask pairs of pupils to think about the most important information they've learned about
Warhol. Give them a small blank sheet of paper and tell them to write it.

Activity 2
Grouping: plenary
Give each child worksheet 1. Explain that they have to complete the bubbles with the
most relevant information. Ask each pair what's the most important information they've
thought. Summarize it, and write it on the board. Pupils copy it in their worksheets.

 If there’s time left, continue with Warhol’s drawing for the cover.
Lesson 5: Introduction to Warhol's pictures

Resources needed:
Word document: LESSON 5 - CHOOSE WARHOL'S PICTURES and answers.
Small blank paper.

Introduction: Students will have to decide what pictures were made by Andy Warhol
among other important pictures. They will also have to justify their answers.

Activity 1
Grouping: plenary
To introduce the lesson, ask the pupils to say what were the main topics that Warhol
used to paint. (usual things-commercial brands, animals and people). Talk also about
what colours he used.

Activity 2
Grouping: individually
Show them the word document: Lesson 5 - Choose Warhol's pictures on the PDI. Give
them a small blank paper and ask pupils to look carefully at the pictures. Tell them to
write down the numbers that belong to Warhol's pictures.

Activity 3
Grouping: plenary
Comment the answers together. Students have to explain why they have chosen that
pictures (topics, colours). To check the answers, show students the word document
Lesson 5 - Choose Warhol's pictures answers. Ask them if their answers were correct.

Activity 4
Grouping: individually
Give to each pupil a copy of “Campbell’s Tomato Soup”. Advise them to colour it
following Warhol’s style.
Lesson 6: Classify Warhol's pictures

Resources needed:
Word document: LESSON 6 - CLASSIFY
Worksheet 2: Pictures classification

Introduction: Students will classify Warhol’s pictures into three groups, following his
main topics.

Activity 1
Grouping: plenary
Ask the students if they remember what were the main topics that Warhol used to paint
(usual things-commercial brands, animals and people).
Present on the PDI the word document Lesson 6 - Classify.
Ask some students to classify the pictures into the boxes. The class comment if the
student does it correctly.

Activity 2
Grouping: individually
The teacher gives each student worksheet 2 and the small pictures copies. They have
to classify individually and stick the pictures into the correct boxes.

 If there’s time left, students will continue colouring “Campbell’s Tomato Soup”.
Lesson 7 and 8: Being Warhol

Resources needed:
Examples of “Flowers” by Andy Warhol (at the PDI)
Black drawing paper, brushes and paints.

Introduction: Students will paint their Warhol “Flowers”.

Activity 1
Grouping: plenary
The teacher will show some examples of the “Flowers” set. The students will vote for
the one they like most and this will be the one they will reproduce.

Activity 2
Grouping: individually
Each child will work in his/her picture.

 If there’s time left, students will continue colouring “Campbell’s Tomato Soup”.