ART Pop Art and Technology: Stage 1 Desired Results Established Goals TRANSFER GOAL Students will: - create a value scale using at least 4 values of grey -explain characteristics of the Pop art movement -explore the photo editing program Pixlr -take digital photos and manipulate them using effects - create a painting that uses a grayscale that has been previously manipulated in an online program Students will be able to create many values of one color and become familiar with photo editing. Students will explore the connectionn between technology and the pop art movement through painting and technological mediums. MEANING Enduring Understandings: Students will understand that U1 Value creates interest and space within an artwork U2 To create successful value scales they will need to explore mixing colors and the addition and subtraction of white U3 personal interest and portraiture can be used to create stimulating images U4- technology can be used to create visual effects U5- technology can be used to change the intended effects of an image Essential Questions: Students will keep considering Q 1 What are characteristics of the pop art movement? Q2 How are images reduced in pop art? Q3 In what ways does technology mimic pop art? Q4 Can representational art and technology be used together? Q5- What can we learn from studying other artists work? Q6- What does the work of pop artists remind you of? ACQUISITION OF KNOWLEDGE & SKILLS
Evaluative Criteria Performance is judged in terms of - Participation Exit Slips Completion of 3 assignments Critique Rubric for assignment Students will know Students will be skilled at [Compositions] Components 1 A: [Drawing] Articulate & Evaluate Color and value concepts are A: Discussing the components of important components of an artist s composition is part of learning to compositional skill talk about art [Compositions] Relationships 2 B: Describing and discussion components of design are part of the process of analyzing one s own work. [Compositions] Organizations 1 A: Various materials alter representational formats and processes used in achieving certain intended effects. STAGE 2 Evidence [Compositions] Relationships 2 A: Describing and discussion media and techniques used in one s own work will develop vocabulary. [Encounters] Sources of Images A: Artists simplify, exaggerate and rearrange parts of objects in their depictions of images. Assessment Evidence Students will need to show their learning by: Transfer Task: The students will show their learning through the development of skills in the completion of a value scale and manipulation of a digital image. Their final project will require them to apply their learning of value, photo manipulation, and popp art to create a painting that explores are three of these aspects.
Rationale: In today s world we are constantly being exposed to visual information and the use of technology. Students are surrounded by technology whether it be through their phones, internet, computers, etc and it is important to provide them with tools to engage in this activity. As they build their technological skills, they have a greater understanding of the world around them and they can actively participate in the visual world we live in. Students at this age often have trouble recognizing technology as an art form and this unit will allow students to explore technological effects of art while also transferring them to a painted image. With this particular group of students it is important to incorporate aspects that they find interesting. With a class of mainly hockey playing boys they are able to explore the constant visual imagery of their personal interests as well as those that they may not have noticed previously. At this age it is also crucial to have structured lessons that build upon each other to give clear instructions of what is expected as well as provide them with the knowledge and skills to achieve success. Unit Summary: This unit focuses on giving students the knowledge and skills that are necessary for the completion of their final project. Each lesson will build upon each other and explore students understandings of value, technology, and finally creating an end product that combines them both. Background in the Pop Art movement will be used to make connections between the simplification of images, flattening of images, and style of artists. This will allow students to explore examples of their final project as well as draw inspiration from artists working in a similar style. This unit can be further expanded to silkscreening and can become an introduction to the silk screen process. The conceptual domain of learning will be explored through students exploration of pop art and the connections they will draw between this movement and their own works. Each lesson will focus on the psychomotor domain of learning as students will constantly be developing their skills of painting through hands on activities and through their experimentation with an online computer editing program. It is important to develop students art language and they will be given many opportunities to talk critically about artwork, their own and others, in discussion and in a written rationale. Lesson 1 Summary: In this lesson students will be creating a grayscale in preparation for their final project. Students will begin to explore the Pop art movement and specifically the work of Andy Warhol. Discussion will examine characteristics of the Pop Art movement and the ways in which they tried to elevate popular culture to the level of fine art. Examples of Andy Warhol will be used to reinforce the movement and encourage students to begin to characterize these images. They will be introduced to the final project and begin to explore values within a grayscale. Students will individually experiment creating a grayscale first in pencil, and then with paint. After students have successfully created a grayscale they will complete an exit slip that reinforces their learning of pop art and the difficulties they may have had to overcome in creating a grayscale. Lesson 2 Summary:
Students will be exposed to photo manipulation and begin to explore the online program Pixlr. Through this activity they are required to upload, resize, and manipulate an image in preparation for their final project. They will use their previous knowledge of grayscale s to convert images into shapes of gray. This will allow them to visually see how their final project will come together as well as begin to explore images more critically. They will experiment with image manipulation and develop an understanding of how an artists chosen medium will allow for certain intended effects. Lesson 3 Summary: In this final lessons, students will observe examples that reflect their final project. This lesson will focus on students developing their own final product with paint. They are required to find (or take) an image that they can upload to Pixlr and manipulate it into simplified shapes of gray. Students will create at least 4 values within their paintings using their image. They will project the image to produce a replica on a larger scale. Students will apply their knowledge from the previous lessons to their final project. They are required to complete a rationale explaining the content of their image, the values depicted, and their choice of a single color. Method of Evaluation (Including differentiation): Much of the evaluation will focus on observation and participation within group discussions. This will not only encourage students to being to talk about art but it will also allow for formative assessment. The final project will be evaluated based on a rubric that explores students demonstration of their understanding of a monochromatic color scheme; 4 values in all. Craftsmanship, creative expression, and critical thinking within a critique will be the focus. Students with varying abilities will have the opportunity to create a slightly different final project. For those who have difficulty, they will be given the opportunity to explore all 4 values of grey or they may choose to add only 2-3 values. Some students may fall within an upper level of art and they will need to show more than 4 values. This will encourage them to test their abilities and keep the final project challenging. Because students will be working individually, they are able to work based on their own abilities yet complete the same end product.
Unit topic: Pop Art & Technology Class Length: 70 mins Date: March 10, 2014 Grade: 10 Lesson 1: Experimenting with Value through Color GLOs 10: [Drawing] Articulate & Evaluate: Use the vocabulary and techniques of art criticism to analyze their own works [Compositions] Components 1: Extend their knowledge of and familiarity with the elements and principles of design through practice in composing two and three dimensional images SLOs 10: [Drawing] Articulate & Evaluate A: Discussing the components of composition is part of learning to talk about art [Compositions] Components 1 A: Color and value concepts are important components of an artist s compositional skill Learning Objectives: Students will: 1. analyze the works of Andy Warhol and the Pop Art movement 2. explain the Pop art style using vocabulary to talk about art 3. create a grayscale in both pencil and acrylic paint 4. explore value within a grayscale Resources Consulted: -Alberta Education High School Fine Arts Program of Study -Pop Art- Andy Warhol -Roy Lichtenstein -Peter Max Materials: -White blank paper -Black and White paint -Primary colors -Paintbrushes -Water containers -Exit Slip Teaching Strategies: -Lecture, hands-on painting, examples, and class discussion Introduction (10 mins): - As a class we will discuss the Pop art movement and I will introduce the final project that will come out of it.
-Pop artists wanted to create visually vivid, entertaining, images generally of famous people. Their goal was to reintroduce identifiable imagery, this was generally things drawn from mass media and popular culture. They celebrated commonplace objects and people of everyday life, in this way seeking to elevate popular culture to the level of fine art, essentially they aimed to blur the boundaries between high and low culture. -The artist Andy Warhol is the most common name associated with this movement, he was a highly successful magazine illustrator and graphic designer. Andy Warhol made the whole idea of "fame" more famous and he turned the idea of a celebrity portrait into an art form. Treating already familiar images of celebrities in artistic and interesting ways, Warhol, Peter Max and numerous artists have showed us new ways to present our favorite celebrities as art. - How could you describe this image? What do you notice about the imagery? How does this expose the Pop art movement? Liz, Andy Warhol -What colors do you see? Is there any visual differences within the colors? (are they blocks of color, are there different variations within the same color?) -Does this work look familiar? Is it similar to any work you have seen? Where from? Campbells Soup, Andy Warhol -Where have you seen this before? How is it used in everyday life? -Andy Warhol often used images of everyday products to show the connection between high and low art. This was his attempt to produce high art with content of mass produced, everyday products. -Within these two images what do you notice about the simplicity? How does he reduce these images? -Warhol looks to the simple shapes within an image and exposes the print through shapes of color. This often creates flat imagery.
Body (50 mins): Create a Grayscale 1) Introduce the final project to show the connection between the pop art style. Show students examples of possible final project ideas. Explain that students will be required to search for an image that reflects a personal interest of their own that will fall under one of three of the following categories: favorite celebrity, sport, or self-portrait. They will look to the style of Andy Warhol to reduce the images to shapes of color (grayscale) with a pop of one color. The final project will be further explained in lesson 3 but this introduction will be used to get students to begin thinking about the pop art style. 2) Create a grayscale Now that students understand their final project will be constructed using a grayscale they will need to be able to make their own. Students will work first with pencil to create a scale that shows at least 5 shades of gray, including white and black in their sketchbook. Once students have mastered this, they will move to paint (because their final project will use paint) and create a scale with at least 6 shades of gray, including white and black. This will be conducted on a long sheet of mayfair paper. Observes students mixing grays and give any tips that may allow them to clearly see the difference in grays. When students have finished ask them, what did you find difficult about making a grayscale? Would you have done it differently a second time? Can you clearly see the scale from white to black? Can you count that different grays clearly? (If students have finished at different times this process may be conducted individually or within small groups of students)
Conclusion (10 mins): What are some ways you can create interest using only grays, white, and black? Have students discuss in groups of 3-4 how they can create depth using only a grayscale. As a class choose two groups to share their ideas. Students will complete an exit slip the asks the following questions: Where do pop artists draw their inspiration from? What is one key characteristic of Andy Warhol s style? What was the most difficult part of creating a grayscale? Sponge Activity: Students will use the computers or their cell phones to begin searching for an image they may be interested in using for their final project. Assessment Methods: Learning Objective 1: Observe student participation in class discussion about characteristics of the Pop art movement and works of Andy Warhol. Learning Objective 2: Observe students use of art language to describe works. Student participation within class discussion will expose this further. Learning Objective 3: Completed grayscale's in both pencil and paint. Learning Objective 4: Students completed grayscale s as well as responses to questions that explore the values within the scale.
Unit topic: Pop Art & Technology Class Length: 70 mins Date: March 10, 2014 Grade: 10 Lesson Two: Introduction to Pixlr and finding an Image GLOs 10: [Compositions] Relationships 2: Use the vocabulary of art criticism to develop and accept analyses of their own work. [Compositions] Organizations 1: Experiment with various representational formats [Encounters] Sources of Images: Investigate the process of abstracting form from a source in order to create objects and images SLOs 10: [Compositions] Relationships 2 A: Describing and discussion media and techniques used in one s own work will develop vocabulary. [Compositions] Relationships 2 B: Describing and discussion components of design are part of the process of analyzing one s own work. [Compositions] Organizations 1 A: Various materials alter representational formats and processes used in achieving certain intended effects. [Encounters] Sources of Images A: Artists simplify, exaggerate and rearrange parts of objects in their depictions of images. Learning Objectives: Students will: 1. investigate a basic photo manipulation program 2. alter the colors and properties of an existing image 3. discuss how technology can impact the creation of images Resources Consulted: -Alberta Education Fine Arts Program of Studies -Pixlr online program Materials: -Laptop computer or computer lab -Example images to discuss with the class -Internet connection to find images, OR cellphones and cords to upload images Teaching Strategies: -Lecture, class discussion, individual computer work, hands on activity Introduction (10 mins):
The students will be shown a variety of examples of classic photo manipulation and will be asked to guess how the artist created it. They will compare these images with those shown in the previous class of Andy Warhol and compare design elements. This image is similar to the Andy Warhol s. What do you notice about this image? What has changed from the original Andy Warhol image? How do you think this image was made? Compare the above images of Marilyn Monroe. What one is a silkscreen print, a photoshop manipulation, and the original? How do they differ. Explain that technology has become a large part of the art making process and through manipulation programs artists can create similar effects. Depending on the medium the artists chooses, will allow for certain intended effects. Body (50 mins): Students will be given a basic portrait image and as a class the teacher will begin to instruct the students to manipulate the image. Students will be introduced to the PIXLR program. (pixlr.com) They will choose the editor option. As a class, they will import a previously chosen image. With the given image, students will be given 5 minutes to explore the program on their own. Once students have explored, they will come together as a class and resize the image. (somewhere between 800 x 600 pixels and 1024 x 768) With the final project in mind, explain to students that our objective with this program is to create an image that shows shapes of color, similar to the previously seen example below.
Change the image into a grayscale. (Adjustments--desaturate ) Create a grayscale with shapes of color (Adjustments--posterize) Refine the shapes to create smooth edges (Filter--denoise) Discuss with students how the image has changed. How has the image now changed? How many levels of grey can you count? Explain that their task is to do this process with their own image that they will use for their final project. For the final project they will need to depict at least 4 levels of grey within their image. Keeping this in mind, remind students of this aspect as they manipulate images. Conclusion (10 mins): Ask students to volunteer the works they have been able to complete within class. Do a mini critique of these images based upon the subject matter, grayscale, and the ability to turn that into a final project. If students have any questions or input allow students to voice concerns or opinions. Sponge Activity: Students have the opportunity to begin searching for, and uploading images for their final project.
Assessment Methods: Learning Objective 1: Observation of students participation and discussion. Learning Objective 2: Observation and completed practice image. Learning Objective 3: Discussion of using photo manipulation programs and the comparisons.
Unit topic: Pop Art & Technology Class Length: 70 mins Date: March 10, 2014 Grade: 10/11 Lesson Three: Final Pop Art Image GLOs 10: [Drawings] Articulate and Evaluate: Use the vocabulary and techniques of art criticism to analyze their own works. [Compositions] Components 1: Extend their knowledge of and familiarity with the elements and principles of design through practice in composing two and three dimensional images. [Compositions] Relationships 2: Use the vocabulary of art criticism to develop and accept analyses of their own work. SLOs 10: [Drawings] Articulate and Evaluate A: Discussing the components of composition is part of learning to talk about art. [Compositions] Components 1 A: Color and value concepts are important components of an artist s compositional skill. [Compositions] Relationships 2 B: Describing and discussing components of design are part of the process of analyzing one s own work. Learning Objectives: Students will: 1. discuss final artworks through the critique process 2. create a final image that depicts 4 values of grey 3. manipulate an image in a basic photo program Resources Consulted: -Alberta Education Fine Arts Program of Studies -Pixlr online program Materials: -Board -Primer -Paint (white, black, primary colors) -Transparencies -Projector and printer -Paint brushes Teaching Strategies: -Lecture, hands-on painting, examples, class discussion, critique Introduction (10 mins):
Show examples of possible final products. Explain to students that they must choose an image to manipulate that falls within one of the following categories: favorite celebrity, sport, self-portrait. Explore the following images: What do you see in this image? How many values of gray can you see? Notice the shapes within the values Explain to students the importance of looking closely at the image and critiquing it to see whether or not it will be a good fit for the final project. Look to this image to explain the second part of the project. To add one single pop of color within their image. This color can either help explain the content of the image, or it can be used to explore an opposite meaning of the content.
Body (2-4 Classes): Students will find an image (whether from the internet, or taken from their phone), upload the image into pixlr, and being the manipulation process learned in the previous lesson. Students will print their image onto a transparency and project it onto a white board (12 x 16). Using a pencil, they will trace the shapes of grey. Once their image is completed on their board they will decide what aspect will become a single color. Students will mix their values of grey and begin to fill in the shapes. Remind students that they need to have at least 4 values within their image. Conclusion (10 mins): Students will write a rationale that explains the content of their image, values depicted, choice for color and placement of color. There will be a critique process when students have completed their work, the class will walk around all works. After everyone has viewed the works, we will begin a critique. Being by discussing each piece Describe what they see. What is interesting. What it may remind them of. What would change or what they would have done differently. Sponge Activity: Students may research an artist who works in a similar manner or they can explore the pop art movement. Assessment Methods: Learning Objective 1: Discussion and observations of the critique process. Students completed rationale of the final project. This assessment will be based on a rubric. Learning Objective 2: Students finished painting. This assessment will be based on a rubric. Learning Objective 3: Final Image projected. Final painting.