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Wyoming Arts Assessment Coalition

Art Assessed:

Drawing and color applicationtechniques.

Application of the techniques

and styles of Pop Art to a PopArt composition. Application of a process for

image replication to the Pop Artcomposition.

Use of appropriate artisticterminology and

Fine and Performing Arts Assessment Activity—Visual ArtsElementary

Two-Dimensional

Pop Art

Introduction:

Andy Warhol was a commercial artist who created silk-screened prints of easily recognized andculturally significant objects or people. Warhol is credited with beginning the Pop ArtMovement, at least in part, because of his numerous artistic representations of popular, every-dayicons, making art more understandable and accessible to the general public. The Pop ArtMovement grew out of a rebellion against the exclusivity of art; many thought that art was onlyfor an elite few. Pop Art had, as its premise, the contention that art should be widely distributed

for all to experience personally. Some of Warhol’s most famous pieces consisted of therepetition of an image, sometimes with variations in color. This style is exemplified by suchfamous Warhol pieces asCampbell Soup Cans andMarilyns. In this activity, students create aPop Art composition in the style of Andy Warhol, selecting an image or product that is popularcurrently. They learn a method for replication of the chosen image and develop an appropriatecolor scheme for the Pop Art composition.

In this assessment activity you will:

1) View examples of the Pop Art of Andy Warhol.2) Discuss the repetitive techniques and styles of Pop

Art and their cultural/historic significance.

3) Create your own Pop Art composition of a culturallypopular image/product;

4) Learn a process for repetition of an image and applyit to your Pop Art composition;

5) Choose and explain your color scheme.6) Respond to your Pop Art composition using

i i i i l

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Pop Art Project

Name

Class _______

1. Describe Pop Art in terms of culture, time, style and/or place.

2. How did Andy Warhol repeat his images? How was your method of repeating an image different than his?

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3. Tell how you feel about Andy Warhol’s work.

4. List the four color schemes you used in your composition.

a. b.

c. d.

5. Of the four color schemes, which was your favorite and why?

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6. Circle the elements you used in your composition.

Line Color Shape Texture Space Value Form

7. Explain which elements you used in your composition.

8. Where is mass production present in today’s culture?

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Standards and Benchmarks An “A” in the table below indicates the standards assessed in this assessment activity.

An “I” indicates formative activities which relate to that standard but are not assessed. An N/A indicates that this standard is not addressed by this activity.

11th grade:

StandardN/A FPA11.1: CREATIVE EXPRESSION THROUGH PRODUCTION: Students create, perform,

exhibit, or participate in the arts.

N/A FPA11.2: AESTHETIC PERCEPTION: Students process, analyze, respond to, and make informed judgments about the arts.N/A FPA11.3: HISTORICAL AND CULTURAL CONTEXT: Students demonstrate an understanding of

the arts in relation to history, cultures, and contemporary society.N/A FPA11.4: APPL ICATIONS TO L IFE: Students connect and relate the Arts to other disciplines and to

society.

8th grade:

StandardN/A FPA8.1: CREATIVE EXPRESSION THROUGH PRODUCTION: Students create, perform, exhibit,

or participate in the arts.N/A FPA8.2: AESTHETIC PERCEPTION: Students process, analyze, respond to, and make informed

judgments about the arts.N/A FPA8.3: HISTORICAL AND CULTURAL CONTEXT: Students demonstrate an understanding of the

arts in relation to history, cultures, and contemporary society.N/A FPA8.4: APPLICATIONS TO LIFE: Students connect and relate the Arts to other disciplines and to

society.

4th grade:

StandardA FPA4.1: CREATIVE EXPRESSION THROUGH PRODUCTION: Students create, perform, exhibit,

or participate in the arts.A FPA4.2: AESTHETIC PERCEPTION: Students process, analyze, respond to, and make informed

judgments about the arts.

A FPA4.3: HISTORICAL AND CULTURAL CONTEXT: Students demonstrate an understanding of thearts in relation to history, cultures, and contemporary society.

I FPA4.4: APPLICATIONS TO LIFE: Students connect and relate the Arts to other disciplines and tosociety.

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Teacher Supplement

Pop Art

Description• Students view prints of works by Andy Warhol and discuss the concept of Pop Art, including

discussion about Warhol’s use of repetition.

• Using the Pop Art style, students create their own Pop Art compositions of a culturally

popular image, varying the color of the duplicate images.• Students compare and contrast their method for repeating the image and explain their color

choices.

Prerequisite Skills/Knowledge:• Drawing skills• Knowledge of color schemes (primary, secondary, warm, cool, complementary,

analogous, and monochromatic) and value as it relates to color

• Skills to replicate shapes and images

Webb’s Depth of K nowledge level:1. Students recall basic knowledge of the elements and principles of drawing, color value,

and design.2. Students apply skills of drawing, replication of images, and application of color.3. Students use strategic thinking in combining all appropriate artistic design elements in

their Pop Art compositions.4. Some students use extended thinking in creating personality or capturing expression in

their Pop Art compositions.

Suggested Use in BOE System and Curriculum:Visual Art – Two-Dimensional (drawing and applying color) – Elementary

Recommended resources:•

Visual examples of Warhol’s work(s).• Suggested book: Andy Warhol/Getting to Know the World’s Greatest Artists by Mike

Venezia, written at about a 3rdGrade Level, but enjoyable and informative for intermediateGrades.

• Other sources of biographical information about the artist.

M t i l d i f ti t b li d t h t d t

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• Rubrics and teacher-provided guidelines of expectations for the use of line, color, space,pattern, texture, and/or proportions.

Teacher directions to the students:

Part one: Historical/Cultural Context(4.3; one 55-minute class period)• Discuss the concept of Pop Art and view prints and listen to information about Andy Warhol.

• Discuss and analyze the images in Warhol’s paintings.

• Consider the historical/cultural information that contributed to the Pop Art movement,concentrating on the art of Andy Warhol.

• After analyzing the concept of Pop Art and the artistic style exemplified in the work of Warhol, review color schemes (primary, secondary, monochromatic, complementary,analogous, warm and cool), the concept of value and reproduction techniques.

Instructional/Formative

Part two: Creating the Artwork

(4.1; four to five 55-minute class periods)• Create an original composition that contains four repetitions of a culturally popular image,

perhaps a product, such as, Pepsi, Crest, Snickers, or Nike.

• Teachers who have previously tried this activity suggest that a) students outline their imagewith a thick Sharpie; and b) leave the background white. We discovered that the imagestended to blend into colored backgrounds and that students often ran out of time, leaving anunfinished picture. Students:

o Start by creating a drawing of the chosen culturally popular image or product onpaper that is 1/4 the size of your final composition;

o Observe the teacher’s demonstration of transferring/replicating the chosen image,and then practice the process before using it in the final composition. Onesuggested technique is to:

Shade back of image with leaded pencil. Position image on final paper. Trace over the lines to complete the transfer.

o Develop a color scheme for the composition, so that each of the four images iscolored differently.(In addition to the rubric, the teacher provides guidelines of her expectations for this Pop Artcomposition, including use of: line, color, space, shading, pattern, and proportion.)Assessment Evidence: Finished Drawing

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8© 2004 Wyoming Arts Assessment Coalition – Pop Art – Elementary Visual Arts RubricSeptember 2004

WYOMING FINE AND PERFORMING ARTS - VISUAL ARTS RUBRIC - 4th GRADECreative Expression Through Production

EvaluationCriteria

Advanced Proficient Basic Below Basic

Definitions Students create or perform at anaccomplished level using appropriateand effective skills, techniques,concepts, and/or processes.

Students create or perform usingappropriate skills, techniques,concepts, and/or processes.

Students create or performusing basic skills, techniques,concepts, and/or processes.

Students demonstrate little or noability to create or perform usingbasic skills, techniques, concepts,or processes.

C R E A T I V E

E X P R E S S I O N T

H R O U G H

P R O D U C T I O N

C r e a t e ,

p e r f o r m , e x h i b i t , a n d / o r

p a r t i c i p a t e .

• Demonstrates accomplished skill level in the application of technical skills*.

• Demonstrates accomplished skill in the application of theelements of design*.

• Demonstrates accomplished use of artistic processes.

• Demonstrates effectiveskilllevel in the application of technical skills* (mediatechniques—primarilyblending and color mixing).

• Demonstrates effective application of the elements of design* (repetition, pattern,value, shape and color).

• Demonstrates effectiveuse of artistic processes.

• Demonstrates limited skill level in theapplication of technicalskills*.

• Demonstrates limited application of the elementsof design*.

• Demonstrates limited useof artistic processes.

• Demonstrates little or no skill level in the applicationof technical skills.

• Demonstrates little or no evidence of the elements of design.

• Demonstrates little or no application of the artisticprocesses.

*Assessment criteria, specific to the assessment activity being scored, for skill and style can be added to the proficient column.

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9

© 2004 Wyoming Arts Assessment Coalition – Pop Art – Elementary Visual ArtsSeptember 2004

WYOMING FINE AND PERFORMING ARTS - VISUAL ARTS RUBRIC - 4th GRADEAesthetic Perception

EvaluationCriteria

Advanced Proficient Basic Below Basic

Definitions Students analyze the elements andimpact of an artistic work, and statepersonal preferences, with rationale.

Students describe the elements andemotional impact of an artistic workand state personal preferences.

Students describe an artisticwork, refer to its emotionalimpact, and state personal

preferences.

Students describe an artisticwork, but make no referenceto the emotional impact and

state little or not personalpreference.

A

E S T H E T I C

P E R C E P T

I O N

P r o c e s s , a n a l y z e , r e s p o n d t o , a n d / o r

m a k e i n f o r m e d

j u d g m e n t s .

• Analyzesan artistic work, makingreferenceto the elements of design that contribute to the ideascommunicated.

•

Statespersonal preferences, withrationale, whenanalyzinganartistic work.

• Analyzes the emotional impact of the artistic work.

• Describesan artistic work,making referenceto theelements of design that contributeto the ideas communicated.

•

Statespersonal preferences whendescribingan artistic work.

• Describesthe emotional impactof the artistic work.

• Describesan artistic work,making limited reference to the elements of design.

•

Statespersonalpreferences for an artisticwork.

• Refers to the emotionalimpact of an artistic work.

• Describesan artisticwork.

•

States little or no personal preference.

• Makes no reference to the emotional impact of an artistic work.

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