Weekly Lesson Structures

CMS WEEKLY LESSON STRUCTURES

TEACHER: Johnson SUBJECT: ART GRADE: 7th DATE: 02/27/2012

UNIT: Pop Art!

GPS Standard(s): VA7MC1: Identifies and works to solve problems through creative thinking, planning and/or experimenting with art methods and materials. VA7MC3: Interprets how artists create and communicate meaning in and through their work. VA7MC4: Participates in dialogue about his or her artwork and the artwork of others. VA7CU1: Discovers how the creative process relates to art history. VA7CU2: Investigates and discovers personal relationship to community, culture, and world through creating and studying art. VA7AR1: Develops and maintains and individual portfolio of artworks. VA7AR2: Crits personal artworks as well as the artworks of others using visual and verbal approaches. VA7AR3: Reflects and expands the use of visual language throughout the artistic process. VA7C1: Applies information from other disciplines to enhance the understanding and production of artworks. VA7C2: Develops fluency in visual communication. VA7C3: Expands knowledge of art as a profession and/or a vocation and increases personal life-skills through artistic endeavor. VA7PR1: Understands and applies media techniques and processes with care and craftsmanship. VA7PR2: Creates artwork reflecting a range of concepts, ideas, and subject matter. VA7PR3: Uses the elements and principles of design along with a variety of media techs. And skills to produce 2D and 3D art. VA7PR4: Keeps a visual/verbal sketchbook consistently throughout the course to collect, develop, and preserve ideas in order to produce art. Enduring Understandings: Pop Art is a movement that is about the reaction to popular culture. Pop Art uses images from pop culture (movies, food labels, billboards, news events) and turns them into art. Pop Art began in the 1960s and continues today. Three famous Pop Artists are Andy Warhol, Roy Lichtenstein, and Wayne Thiebuad.

UNIT ESSENTIAL QUESTION: What is Pop Art?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY How can I create a LESSON EQ: LESSON EQ: LESSON EQ: LESSON EQ: winter/holiday What is Pop Art? Who How can I create a Pop How can I create a Pop How can I create a Pop illustration with NO are Warhol, Artwork? Artwork? Artwork? words? Lichtenstein, and Thiebaud? Students will complete ASSESSMENT: ASSESSMENT: ASSESSMENT: ASSESSMENT: coloring their artwork. Students begin final Students begin final Students continue on Students continue on projects Summative. project. Lichtenstein: project. Lichtenstein: projects in class. in class. Lichtenstein: adding portrait outline. portrait outline. Thiebaud: Lichtenstein: ½ through color blocking. Thiebuad: 2/3 Thiebaud: cake outlines. cake outlines. Formative. dot matrix. Thiebuad: 1/3 completed. Formative. (Last Formative. completed. Formative. day of project will be Monday 11/14).

Both of these WARM-UP & WARM-UP & OPENING: WARM-UP & OPENING: WARM-UP & OPENING: illustrations are OPENING: unusual for a reason. All of these artworks are All of these artworks are All of these artworks are What do you think this All of these artworks are examples Pop Art. Which examples of Pop Art. examples of Pop Art. Which reason is? **Hint: it is examples of Pop Art. one of these artworks is by Which one of these one of these artworks is by NOT what is in the What do you think Pop Andy Warhol? artworks is by Wayne Roy Lichtenstein? picture.** Art means? Thiebuad?

INSTR. STRATEGIES Review illustration Intro to Pop Art Review Pop art, Warhol, Review Pop art, Warhol, Review Pop art, Warhol, Review key terms using Ppt about Pop Art Lichtenstein, and Thiebaud Lichtenstein, and Thiebaud Lichtenstein, and Thiebaud standards matrix: Define artists: Warhol, Review key terms Review key terms Review key terms illustration, Lichtenstein, and Review project(s) Review project(s) Review project(s) perspective, point of Thiebaud. expectations expectations expectations view, narrative Define terms: popular Peer critique Peer critique Circulate and aid as needed. Review the project for culture, visual culture, Circulate and aid as Circulate and aid as Review clean up procedures students dot matrix, and needed. needed. Review class working blending. Define clean up procedures Review clean up time expectations Add vocabulary to procedures Discuss the importance standards matrix. of following directions Intro the projects Lead students in studio 5 minute demo about session projects Lead students in sketching session WORK SESSION 2-3 students share 2-3 students respond to 2-3 students respond to the 2-3 students respond to the 2-3 students respond to the about warm up the warm up warm up warm up warm up Verbally define project Students choose which Students aid in the Students review project Students discuss the terms by interacting category to add key identification of artist styles key terms using the hard/difficult aspects of their with standards matrix terms to on standards on ppt standards matrix for aid projects with their table/class Aid with the matrix Peer critique Peer critique Studio Session verbalization of Students choose either Studio Session Studio Session expectations Lichtenstein or Studio Session Thiebaud projects after viewing demos Sketching session SPECIALIZED INSTR. Create modified tools Provide opportunities Provide opportunities for Provide opportunities for Encourage peer mentorship for those as needed. for one on one time for one on one time for one on one time for and provide opportunities for Encourage those to who students. Encourage students. Encourage peer students. Encourage peer one on one instruction. have difficulty with peer mentorship. mentorship. Modified mentorship. Modified Provide modified tools as language to verbalize Modified materials for materials for students as materials for students as needed. themselves through students as needed. needed. needed. drawing. Provide easels as needed. Provide methods for non-verbal response.

CLOSING CLOSING CLOSING: Review project Review project Review project Review project expectations After clean up, students expectations and expectations and expectations and and vocabulary. Introduce will define project vocabulary. Students vocabulary. Students share vocabulary. Introduce the the topic of the next day’s terms. The teacher will share what they what they like/dislike about topic of the next day’s class. introduce the like/dislike about their their work. Introduce the class. expectations for the work. Introduce the topic of the next day’s class. project and the topic of the next day’s expectations for the class. next day’s class. RECOVERY Students are to view Students are to view the Students are to view the Students are to view the Students are to view the the presentation – presentation –available presentation –available on presentation –available on presentation –available on the available on the art on the art blog. The the art blog. The teacher the art blog. The teacher art blog. The teacher will blog. The teacher will teacher will spend time will spend time in a mini- will spend time in a mini- spend time in a mini- spend time in a mini- in a mini-conference conference during class to conference during class to conference during class to aid conference during class during class to aid the aid the student in the aid the student in the the student in the project to aid the student in the student in the project project expectations. Any project expectations. Any expectations. Any more project expectations. expectations. Any more more studio time that is more studio time that is studio time that is needed can Any more studio time studio time that is needed can be made up –at needed can be made up –at be made up –at the request of that is needed can be needed can be made up – the request of student or the request of student or student or teacher- before made up –at the at the request of student teacher- before school. teacher- before school. school. request of student or or teacher- before teacher- before school. school.