Instructional Unit Title: Pop Culture and Art Visual Arts 6th Grade
The teacher may provide The teacher may introduce students to The teacher may introduce additional examples of contributions of the artwork of pop artists such as Andy pop artists such as Andy Warhol to various artists to the pop art Warhol, Roy Lichtenstein, Marisol highlight color-relationship systems movement so that students Escobar, and Claes Oldenburg so that so that students can explore (and can begin to describe unique students can recognize and distinguish experiment with) the ways in which “Pop Art characteristics” and pop art elements (e.g., heavy outlining, artists play with color to visually its social commentary size variation, bright colors, collage, transform an everyday object into aspects/origins. repetition and juxtaposition). works of Pop Art.
The teacher may expose students The teacher may provide The teacher may provide examples to the work of additional pop The teacher may introduce students with examples of of the way some Pop Artists used artists (e.g., Fred Wilson) who additional ways that pop artists Pop Art sculptors/ language (such as visual uses assemblage to “repurpose” that use language (e.g., Roy sculptures so that students onomatopoeia) so that students three-dimensional artworks so Lichtenstein) so that students can recognize and articulate can explore (and experiment with) that students can explore (and can explore (and experiment how Pop Art characteristics the ways in which artists transform experiment with) the ways in with) the connections between are translated into three- words and phrases into works of which artists use assemblage in Pop Art and social commentary. dimensional form. Pop Art. Pop Art creations.
PERFORMANCE ASSESSMENT: As an artist with a strong connection to The teacher may provide art this school/community, you have been commissioned to create an critique guidelines so that students artistic work that will bring a community concern or issue to can begin to comprehend the everyone’s attention. Influenced by the history and genre of pop art, Colorado’s District SampleCurriculum Project function of critique in facilitating you consider how to use transformation to repurpose commonly used understanding of the meaning symbols/language to create a finished two- or three-dimensional art behind the re-interpretation of work that expresses a particular point of view on a community issue. cultural/popular symbols and This art work will be a large scale mural (painting) or sculpture that will objects in Pop Art. be on public display.
This unit was authored by a team of Colorado educators. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. To see the entire instructional unit sample with possible learning experiences, resources, differentiation, and assessments visit http://www.cde.state.co.us/standardsandinstruction/instructionalunitsamples. Colorado Teacher-Authored Instructional Unit Sample Storyboard Date Posted: March 31, 2014