Pop Art Meets Pop CLT 6th 1

Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW

(Revised 2016)
Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 6th
UNIT TITLE Pop Art meets Pop Culture

Length of Class Period 40 min
Approximate Number of Students in Each class 16
Beginning Date for this Unit Feb 14
Ending Date for this Unit Feb 21
ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal relevance and
interest when expressing themselves through visual art.
PROGRESS POINTS
C. Connect making art with individual choice and understanding personal cultural identity.
CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
At this point in the student’s lives, they already have a loose understanding of the concept of
culture and can list off general aspects of popular culture but may not be aware that they know
this because they have not linked their understanding to the term culture/popular culture. They
also understand how to use general drawing tools as well as a ruler though a few may need a
refresher on how to use the ruler. The students have also just finished up an extensive unit on
the elements of art which involved a presentation on line and featured contour line which allows
for this lesson to build and scaffold off of that prior knowledge, solidifying the concept of contour
line further. This lesson is relevant because it uses scaffolding and personal interest to catch the
student’s attention building an easier connection between the material and the student.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
In middle school, students are very culturally focused even if it is not specifically recognized and
articulated. Especially nowadays, students are focused on current events happening on social
media, they are focused on clothing brands and celebrities or musicians as well as shows that
are popular at that time. In this lesson students will combine the pop art style with a figure
chosen from popular culture today that is relevant to them to create a 9’’x 12’’ painting or
drawing utilizing a grid transfer method. The students will begin this process by researching and
exploring pop culture artists and creating a chart in their idea book which lists the artists name
and give a hand drawn example of the artists style. The students will also critique and respond
to one another’s rough sketches providing feedback and revising their ideas before creating
their final product.
1
Essential Questions (provocative, engaging, critical)
what is culture?
what is popular culture?
How can a grid help us to draw accurate and proportional images?
Possible Integration
This project could possibly collaborate with the school’s history teacher as an era specific
project, or if the school has a pop culture class, the lesson could connect back to that as well.
The making portion of the unit can also relate back to learned skills in math class with the use of
ruler and ratio review.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Search and Sketch.
Lesson Description In this lesson, students will be given a list of known Pop Art artists which
they must use their laptops to research. They will then be in charge of
sketching artworks which mirror this artists style in their idea books. They
will later use this research to support and form ideas for their own work in
the following lesson. They will also find a contour line drawing of a person
or object in popular culture and send the image to Mrs.Cloern to be
printed. May not be too simple such as nike swoosh.
Lesson Two
Title Its Pop Art time! POW!
Lesson Description Students will learn to use a light table to trace an image of their choosing
which has been printed off by the teacher. They will do this until the sketch
is precise and done to the best of their ability.
Lesson Three
Title An Artwork is Born.
Lesson Description Students will choose their most successful rough sketch to be converted
into a final project. They will use chalk pastels to color the images they
have traced and outline it in sharpie if that fulfills the pop artists
requirement.
Explain how technology has been used in this unit

The students must use their laptops to research different artists as well as google image and
advanced image search to locate a contour line drawing of a popular culture icon.
LESSON PLAN
2
School Jones Middle
Grade Level 6th
LESSON NUMBER 1
Lesson Title Search and Sketch
Beginning Date for this Lesson Feb 14
Ending Date for this Lesson Feb 14
CONTENT STATEMENT – PERCEIVING/KNOWING

3PE Compare and contrast visual forms of expression found throughout local regions and in
different cultures of the world.
CONTENT STATEMENT – PRODUCING/PERFORMING

3PR Generate ideas and engage in thoughtful planning when solving a visual art problem
CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Describe content, meaning and design in various works of art using accurate, descriptive
language and art-specific vocabulary.
Performance-based Assessment Objectives

Students will be able to compare visual forms of expression found in their cultures in everyday
life to others around them.
Students will be able to engage in thoughtful planning as they will create rough sketches to be
critiqued before it is finalized.
Students will be able to describe content of various works of art using correct art-specific
vocabulary.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
By researching and recreating popular culture icons using colored pencil, students will compare
visual forms of expression found in their everyday culture.
Students will create three rough sketches to be critiqued in a small group discussion then
choose one design to improve from feedback and make a finalized version of.
When students research pop culture artists, the must write a one to two sentence description
describing the artists style using art specific vocabulary.
Academic Language
Vocabulary
culture- the customs, arts, social institutions, and achievements of a particular nation, people, or
3
other social group.
pop art- art based on modern popular culture and the mass media, especially as a critical or
ironic comment on traditional fine art values.
contour line drawing- Contour drawing, is an artistic technique used in the field of art in
which the artist sketches the contour of a subject by drawing lines that result in a
drawing that is essentially an outline
Repetition- an action, event, or other thing that occurs or is done again.
Emphasis- vigor or intensity of expression.
Perspective- the art of drawing solid objects on a two-dimensional surface so as to give the
right impression of their height, width, depth, and position in relation to each other when viewed
from a particular point.
Additional Language Demands (specific speaking or writing activity)

Students must research a list of artists (provided by me) and write a one to two sentence
description of the style of the artists work. They will write this in their idea notebook. (5 point
check)
Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples
Andy Warhol
Roy Lichtenstein
Keith Haring
Yayoi Kusama
James Rosenquist
Robert Rauschenberg
Preparations
Materials/Resources for Teacher
-internet access
-printer
-photoshop
Materials for Students
-internet access
-worksheet
-idea book
4
-pencils
-colored pencils
-drawing paper
-sharpie
-markers
-laptops
-chalk pastels
Safety Procedures
Before allowing the children to access the internet I will give a warning that they should not stray
from the research or they will have their laptops confiscated. They should also stay on school
appropriate websites.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prepare the classroom I will need to print off 40 copies of the artist list worksheet. The
students will also be aware that they are starting a new project the day prior as a reminder that
they will need to bring their laptops to class.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Time student teacher
5 Min enter the class and place all belongings I will take attendance then ask the
on the side table, they will then grab a students to meet me at the demo table.
wooden pencil, their idea books and their I will then explain that today’s
laptop, place it at their desk then join the assignment is to research a list of pop
teacher at the demo table. artists and create a small sketch of their
art style then write a one to two
sentence description of the art style.
They should also either choose an
images from the pile laid out by me or
find a pop culture image and email it to
me to be printed. THIS MUST BE
SCHOOL APPROPRIATE!!!
30 min Students will research the artists and I will be receiving the student’s emailed
create their personal list in their idea images and printing them off to be given
books. They will also find a contour line back to the students.
image of a pop culture icon to be sent to
the teacher if they do not like any of the
images presented.
5 Min students will return borrowed pencils and I will walk around the room and answer
place their idea books back in the proper any questions the students may have. I
period bin with the spine facing up. They will also let them know that they will be
may then gather their belongings and expected to have their supplies out at
5
wait for the bell to ring. the beginning of class the following day
and
Clean-up Procedures (Room, Materials & Work Storage)

Students should return the artist list worksheet to the demo table at the end of class and place
their drawing books back in the period specific bin. They will also need to return any colored
pencils, erasers, or pencils borrowed during the period. Worksheets will be stored in the period
specific bin in the storage cabinet.
Closure, Review & Anticipation (what’s next?)

Students will be asked to describe artists art styles as a review of this section of the assignment.
They will also be aware of the work occurring the following day which will be to begin sketching their
traced image and potentially adding color.
Supplemental Activity
If students finish up with this portion early they may move on to their three rough sketches in their
idea books.
Teacher reflection focused on the lesson after it has been taught

N/A
LESSON PLAN

School Jones Middle
Grade Level 6th
LESSON NUMBER 2
Lesson Title Its Pop Art time! POW!
6
5PE Use observations, life experiences and imagination as sources for visual symbols, images
and creative expression.
1PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology
to solve an artistic problem
3RE Explore and discuss how aspects of culture influence ritual and social artwork.

students will use life experience and visual imagery as a source of inspiration.
Students will demonstrate technical skill and craftsmanship when refining artworks based upon
teacher feedback.
Students will discuss aspects of culture and its influence during group discussion/ critique.

students will research pop artists and pop culture icons found in their lives as sources of
inspiration for a 9”x 11” traced drawing.
Students will demonstrate technical skill and craftsmanship by refining artworks based upon
feedback during one on one discussions with the teacher.
During small group and large group discussion, students will describe how aspects of culture
can influence our daily lives.
Academic Language
Vocabulary
other social group.
7
Students will be asked to informally explain what the vocabulary terms covered in class are
defined as and to review a few of the artists on the lists.

-frequent check ins
-extended time
-breaks

Andy Warhol
Roy Lichtenstein
Keith Haring
Yayoi Kusama
James Rosenquist
Robert Rauschenberg
Preparations
-worksheets
-storage bins
-photoshop

-internet access
-worksheet
-idea book
-pencils
-colored pencils
-drawing paper
-sharpie
-markers
-laptops
-Chalk pastel
Safety Procedures
I will give a quick warning about throwing objects in class specifically pencils as a student
recently had her skin punctured by an airborne pencil and ask them to think before they act.
8
LEARNING ACTIVITY
I will bring out the class’ worksheets from the cabinet and have sharpies, colored pencils, rulers,
9x12 paper and pencils available to students as well as have their contour images printed.
Time Student Teacher
Day 1 Students will enter the classroom I will take attendance and greet the
2 min and place all belongings on the students as they enter the room.
designated table then gather around
the demo table.
5 min Students will watch the demo and I will call the students over to the
ask any questions they may have or demo table and begin to introduce
answer any I may ask. this phase of the project. I will let the
students know that I have printed the
images they have sent and they will
use those to tace to create their final
product. I will then walk them to the
light table and demo with an image I
have printed for myself, then I will
walk them to the window and show
them how they might trace using a
window by taping both papers to the
window and using natural light. They
will then spend the rest of the period
tracing their images precisely.
28 min students will get a piece of printer I will walk around and help the
paper and their printed images and students who have questions or are
paperclip them together. They will struggling to complete the task. I will
then either go to the window or the also remind them to put their name
light table to trace over their images on both sheets of paper.
in pencil. They should take their time
when tracing to create clean precise
line work.
Students will place their drawn and I will walk around the room making
5 min printed images in the correct period sure the students have properly
bin and return all used materials cleaned up and that all materials are
(pencils and eraser nubbins). They returned.
will need to make sure their name is
on the back of both images.
9
designated table then gather around
the demo table.
30 min Students will continue to trace over I will walk around the room and help
their designs. Once they have the students who need questions
completed this step they will then answered or a little inspiration to get
combine their image with a style them started on the combination
from one of the artists they have step. While students are working I
researched. It is up to them how they will use the free time to cut
do this. tablecloths for 8th graders.
5 min Students will place their drawn and I will walk around the room making
printed images in the correct period sure the students have properly
bin and return all used materials cleaned up and that all materials are
(pencils and eraser nubbins). They returned.
will need to make sure their name is
on the back of both images.

Students will place their idea books back in the proper bin and return any borrowed materials.
They should take a moment to check the floor for fallen materials and pick up any if seen. They
will also need to neatly stack worksheets and contour printouts in the bin located either in the
storage cabinet or on the demo table.

I will let the students know that they should be finished with their rough sketches and the mini
critique at the end of the class, they will be moving on with the next step the following day so if
they are not finished they need to come in during lunch or flex. The following day we will work
on finalizing their pieces with sharpie and color choice.
If students finish up with this lesson early they will be permitted to use their laptops to do
schoolwork or read a book.

N/A
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LESSON PLAN

School Jones Middle
Grade Level 6th
LESSON NUMBER 3
Lesson Title An Artwork is Born.

5PE Use observations, life experiences and imagination as sources for visual symbols, images
and creative expression.

1PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology
to solve an artistic problem

3RE Explore and discuss how aspects of culture influence ritual and social artwork.

students will use cultural icons and creative expression to combine the style of a pop artist and
a current pop culture image into a personal artwork.
Students will demonstrate technical skill and craftsmanship by refining their artwork after small
group critique.
Students will discuss aspects of culture and its influence during group discussion/ critique.

students will research pop artists and pop culture icons found in their lives as sources of
inspiration for a 9”x 11” drawing.
Students will demonstrate technical skill and craftsmanship by refining one of their rough
sketches based upon small group critique feedback.
11
During small group and large group discussion, students will describe how aspects of culture
can influence our daily lives.
Academic Language
Vocabulary
other social group.

During one on one conversations, the students should used proper visual art vocabulary to
explain their piece.

-frequent check ins
-extended time
-breaks

Andy Warhol
Roy Lichtenstein
Keith Haring
Yayoi Kusama
James Rosenquist
Robert Rauschenberg
12
Preparations
-storage bins
-worksheets
-photoshop

-internet access
-worksheet
-idea book
-pencils
-colored pencils
-drawing paper
-sharpie
-markers
-laptops
-chalk pastel
Safety Procedures
I will give a quick warning about throwing objects in class specifically pencils as a student
recently had her skin punctured by an airborne pencil and ask them to think before they act. I'll
also warn the children to not spin the rulers on their pencils as they tend to try that.
LEARNING ACTIVITY
I will have out idea books and worksheets/ gridded contour images available on the demo table.
I will explain and demo how to create a grid using a ruler and pencil then ask them to return to
their seats and accomplish this task.
Time Student Teacher
designated table then gather
around the demo table.
30 min Students will finish drawing the I will let the students know that they will
images necessary to combine pop be using chalk pastels to color their
art styles with their traced image images and warn them about the harm
and begin to add color to the of the chalk dust. I will also let them
13
image. They may use chalk pastels know the project is due the following
to do this. day at the end of class.
5 min Students will place their drawn and I will walk around the room making sure
printed images in the correct the students have properly cleaned up
period bin and return all used and that all materials are returned.
materials (pencils and eraser
nubbins). They will need to make
sure their name is on the back of
both images.
designated table then gather
around the demo table.
30 min Students will finish drawing the I will let the students know that they will
images necessary to combine pop be using chalk pastels to color their
art styles with their traced image images and warn them about the harm
and begin to add color to the of the chalk dust. I will also let them
image. They may use chalk pastels know the project is due at the end of
to do this. class.
5 min Students will place their drawn and I will walk around the room making sure
printed images in the correct the students have properly cleaned up
period bin and return all used and that all materials are returned.
materials (pencils and eraser
nubbins). They will need to make
sure their name is on the back of
both images.

Students will place their idea books back in the proper bin and return any borrowed materials.
They should take a moment to check the floor for fallen materials and pick up any if seen. They
will also need to neatly stack worksheets and contour printouts in the bin located either in the
storage cabinet or on the demo table.

I will let the students know that at the end of this lesson Mrs. Cloern will be starting a new
project with them and that this is due on Feb 21 so I have time to grade and return them!
14
If students finish the project early they will be permitted to take out their laptops and start
homework or play their art literacy games.

N/A
Be sure to attach to the full instructional unit
Pop Art Rubric
Name:_______________________
Period:_________
Grade: ______/ 15
_____/5 Craftsmanship-- Artwork has been refined and altered based upon
feedback to improve the quality of the artwork. Designs and lines are neatly drawn,
sketch marks have been erased.
_____/5 Pop art combine with pop culture-- chosen one popular culture icon
(symbol or person) and combine this icon with the artistic styling of an artist
researched.
15
_____/5 Completed Research in their idea journals-- 2-3 sentences describing
each artist listed and a mini drawing depicting the style of that artist.
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Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Trinity Arend

UNIT TITLE Pop Art meets Pop Culture

CRITICAL ISSUE / BIG IDEA

what is popular culture?

How can a grid help us to draw accurate and proportional images?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Repetition- an action, event, or other thing that occurs or is done again.

Emphasis- vigor or intensity of expression.

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

Time student teacher

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Trinity Arend

CONTENT STATEMENT – PERCEIVING/KNOWING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Repetition- an action, event, or other thing that occurs or is done again.

Emphasis- vigor or intensity of expression.

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Time Student Teacher

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Trinity Arend

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Repetition- an action, event, or other thing that occurs or is done again.

Emphasis- vigor or intensity of expression.

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Time Student Teacher

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Be sure to attach to the full instructional unit

Pop Art Rubric

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