Roy Lichtenstein Pop Art
Roy Lichtenstein Pop Art
Roy Lichtenstein Pop Art
LESSON
PLAN
MELS
Competencies
DURATION: 45 minutes
Cross-Curricular Competencies:
Competency 4: To use creativity.
During this lesson the students will be discovering a new
art style, and specific techniques used by an artist in
creating works of art in that art style. Students will have
the opportunity to plan out and experiment with the style
and the techniques to develop their own process in how to
best use the techniques in creating a visual artwork.
Competency 5: To adopt effective work methods.
During this lesson students will be given the opportunity to
experiment with a new art style, and practices techniques
used in that art style. Throughout their work, they will
have to opportunity to show that they understand the task
given to them (explore the art techniques), persevere in the
task (actively working and taking the time to experiment),
and complete the given task (have work to show what they
accomplished).
Subject-Specific Competencies:
Competency 1: To produce individual works in the visual
arts.
Students will practice creating work using the techniques
and style shown in the lesson art in the style of Roy
Lichtenstein. They will practice using Benday dots,
primary colours, cartoon style, and bold lines in their
artwork. They will practice using these techniques in
simple and informal work as practice for use in an
individual work that will follow in consequent lessons.
Objective(s)
Group size,
Location,
Materials
TIME
LESSON
Introduction:
As the students return to the classroom following lunchtime, there will be
an image up on the smart board (http://www.themiamiartscene.com/top5-pop-artists-in-miami/). This image will serve to immediately grab the
students attention and get them excited about the art lesson that is to
come. (Prezi)
When I am ready, I will get the students attention using our practiced
attention-getter (If you can hear me, clap once...). I will take the time
here to thank the students for responding well to the attention-getting,
2 minutes
in order to set it up for use throughout the lesson.
First, I will introduce the students to Ms. Kakouratos, by letting them
know she is one of my teachers from McGill, who heard about the art
lesson we were doing today and wanted to come see it too!
I will then begin by reminding the students about the photos I took of
them last week, and let them know that this week we will begin
working on an art project using those photos, but first, we must learn
about a new art style.
I will ask students, Does anybody know what Pop Art is? I will take
some responses to get an idea of what students already know about this
art movement.
I will then tell students what Pop Art is. I will explain that Pop Art is an
8 minutes
art style that started in the 1950s, and became very popular in the
1960s. I will take a moment to talk about when that was, to make it
relevant to the students own lives. I will explain that that was about the
Development:
3 minutes I will show the video: http://www.tate.org.uk/contextcomment/video/tate-kids-presents-pop-art. This will give students an
overview of Pop Art, and will introduce Roy Lichtenstein. I will end the
video at 2:50. I will take any comments or questions following the
video.
I will then talk about Roy Lichtenstein; The video just introduced us to
an artist called Roy Lichtenstein. We will be looking at him closer
today, and basing our art project on his art style.
5 minutes I will show some of his artwork, and draw students attention to what
characterizes his style: comic imagery, primary colours, bold lines,
and Benday dots. I will point out some of these, and try to elicit
observations from students too.
I will explain that these characteristics make up his style, and are what we
will be using in our own Pop Art artwork. I will tell the students how
we will be using their photos to create self-portraits, and show the
example of my own self-portrait.
I will explain that we first need to practice Lichtensteins art style, and
(2
that that is what we will be doing today.
minutes) I will use the Smart board to list what makes up his style: comic
imagery, primary colours, bold lines, and Benday dots. I will show a
picture of zoomed in Benday dots, and model how to go about drawing
them.
Conclusion/Transition:
I will give students a five-minute warning before the end of class, so they
know that they will soon be asked to pack up and get ready to leave.
About two minutes until the end of class I will tell students that it is time
to wrap up as they have gym. I will ask them to put away their art
materials, and for one person from each table group to collect the pages
and bring them to me.
Follow-Up:
In the next art lesson the students will begin to create their own selfportraits in the style of Roy Lichtensteins Pop Art. They will be given a
photograph of themselves, which they will use to trace the outlines of
their faces. They will outline these in bold black lines and colour their
portraits using primary colours, and using a combination of solid colours
and Benday dots, as characteristic of Roy Lichtensteins work (as
discussed and practiced in todays lesson). This process will likely take a
few art periods, however most students should be able to complete the
tracing and begin adding colour to their work by the end of the next
portraits.
The end result of this unit will be that each student will have created a
Pop-Art self-portrait following Lichtensteins style.
EVALUATION
This lesson will involve formative assessment. I will observe students throughout and pay
attention to students responses and comments to the lesson, to find out what students
understand or have missed.
While students are working and experimenting with the art style I will circulate to
observe and to provide immediate feedback to student work.
I will take in their practice sheets at the end of the lesson to see if students have
understood the style that we are aiming to use, and to see if I need to come back to
anything next lesson before having them begin to colour their self-portraits. I will write
feedback comments on sticky notes on their practice sheets, which will be returned to the
students for the next lesson as a reference and ideas page.