LATE ADOLESCENCE
Late Adolescence Phase of Development (Y 11/12)
2BVAR Identities
FACE
UP
After studying Andy Warhol’s art works, create large mixed
media works on board which communicate ideas about self
and identity.
Andy Warhol | (American, 1928-1987) | Self-Portrait, 1966
Silkscreen ink on synthetic polymer paint on nine canvases | Each canvas 22 1/2 x 22 1/2” (57.2 x 57.2 cm),
overall 67 5/8 x 67 5/8” (171.7 x 171.7 cm)
The Museum of Modern Art, New York. Gift of Philip Johnson © 2012 Andy Warhol Foundation for the Visual Arts / Artists Rights Society (ARS), New York
Project/Lesson Planner – Visual Arts
pg 1 of 4
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Late Adolescence Phase of Development (Y11/12) 2BVAR Identities
Lesson/Activity: After studying Andy Warhol’s art works, students create large mixed media works on
board which communicate ideas about themselves and their own identity.
VISUAL ARTS IDEAS
Tasks
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Elaboration of outcome
Visit Picasso to Warhol: Fourteen
Modern Masters. Examine and discuss
Andy Warhol’s paintings, in particular,
Self-Portrait, 1966.
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In the classroom – discuss Warhol’s life
and artwork, paying attention to his
ideas about fame and celebrity and his
exploration of identity.
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Discuss the Pop Art movement and
Warhol’s contribution to this.
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Discuss the way that over his career,
Warhol regularly revisited the self
portrait as a theme. Examine other self
portraits he completed.
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Students create a body of work,
containing:
 Thorough exploration of self, through
photography, drawing and collage. Make
drawings, sketches and collages from
photographs. Look at personal identity
through photographing and drawing personal
possessions. Consider how identity can
be expressed in ways other than drawing/
painting a visual likeness.
 Experimentation using text to communicate
further meaning.
Create unique images that convey personal concepts
Create images that challenge accepted norms
Generate images inspired by music and literature
Appropriate and re-present the works of others
Selectively identify and interrelate the styles, techniques
and meanings of various art movements
Interpreting
the ideas of
others
Examine art works of others who challenge and shape
prevailing values
Manipulate and synthesise the elements and principles to
create art works with deliberate meaning and purpose
Exploring arts
ideas
Research, collect and explore a variety of examples
Developing
arts ideas
Use a variety of strategies for developing ideas
Reflect, refine and critically evaluate design ideas
Prepare and present art works for exhibition
 Exploration of images using digital
technology. Manipulate photos using
Photoshop or similar. Try different filters,
changing colours, experimenting with
repetition and working back into print outs.
Paint images from print outs.
 Exploration of self using graphic
simplification, referring to Warhol’s SelfPortrait, 1966.
 Exploration of film, music and literature of
the time, especially as it related to Warhol.
 Use of a variety of media to communicate
ideas, including collage, paint, stencils, silk
screen printing and digital media.
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Creating
original ideas
Plan final composition for resolved work
(mixed media on board), inspired by Andy
Warhol’s paintings. Final design should
demonstrate sound visual language and,
through using methods such as stencilling,
silk screen printing and collage, should
communicate a sense of personal identity
Opens 16 June
Presenting
arts ideas
Project/Lesson Planner – Visual Arts
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pg 2 of 4
Late Adolescence Phase of Development (Y11/12) 2BVAR Identities
VISUAL ARTS SKILLS, TECHNIQUES AND PROCESSES
Tasks
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Elaboration of outcome
Students create a body of work,
containing:
 Exploration of self and personal identity in
journals through skilful use of a range of
media, materials and techniques.
 Experimentation with painting techniques in
journal e.g. colour mixing, smooth application
of paint, using stencils and masking tape,
using spray paint and stencils.
 Experimentation with techniques such as
collage and silk screen printing.
 Skilfully created, resolved, large mixed media
art work on board reflecting the theme
Identities.
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Students will master techniques such as
stencils, spray paint and screen printing.
Students may also consider using
methods of layering, application of text
and appropriation.
Focus on colour, shape, repetition,
rhythm, contrast, balance, unity in the
completion of paintings.
Finished paintings should capture the
essence of each student’s identity.
Create small exhibition of student’s
bodies of work and discuss all works on
display.
Develop the language of and use of visual art elements
by experimentation, exploration and application
Use strategies to develop surface
Using skills,
techniques &
processes
Use line to effectively interpret gesture, imagination,
memories, feelings and moods
Use colour to create mood
Identify and apply colour to explore symbolism and
create meaning
Identify and manipulate colour to create an optical
balance
Identify and use more complex colours in triads and
tetrads in high and low key combinations
Recognise, use and apply texture to different studio
forms
Intensify mood and contrast to make subject appear
more expressive
Manipulate composition through the use of pictorial
devices such as latent images
Manipulate elements to create unity
Use strategies for creating effective compositions by
manipulating elements within space
Create an exhibition as a staged event
Using arts
conventions
Explore ways to draw by manipulating and experimenting
with a complex range of media
Using and
adapting
technologies in
the arts
Explore ways to paint with mediums which extend and
explore the surface and contemporary techniques and
materials
Develop a repertoire of techniques and apply new
technologies to a range and combination of studio areas
Implement industry standard good practice
Assist each other to be responsible and have a more
sophisticated understanding of accepted practice
Make informed choices with regard to risk management
Opens 16 June
Project/Lesson Planner – Visual Arts
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pg 3 of 4
Late Adolescence Phase of Development (Y11/12) 2BVAR Identities
RESPONSES TO VISUAL ARTS
Tasks
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Elaboration of outcome
Students view and analyse Warhol’s
work, Self-Portrait, 1966. They should
also discuss other Warhol works in the
exhibition.
Focus on colour, shape, repetition,
rhythm, contrast, balance, unity
and the way Warhol acknowledged
consumerism and celebrity.
Discuss Warhol’s recognition of the way
consumerism makes popular identities
into commodities.
Look at the way Warhol presented his
own identity through his work.
Students speculate about meanings
and ideas within Warhol’s works, giving
reasons for their answers.
Students make connections by
identifying what they can learn from
Warhol in the making of their own art
works.
Complete art works to exhibition
standard.
Students appropriately evaluate their
finished work and the work of others,
discussing the processes they used,
using art vocabulary.
Use formats for critical discourse
Show evidence of ‘aesthetic distance’
Assign and clarify meaning in visual art works,
considering content, artistic and technical conventions,
mood and tone
Responding to
arts works and
experiences
Discuss theories of criticism and visual art
Construct meaning from art works as part of a complex
relationship between the art work, the artist and the
viewer
Be aware that social practices and cultural assumptions
shape arts responses
Be aware that art language provides the means of
expressing a range of valid responses
Demonstrate detailed and extensive vocabulary of art
terminology
Use appropriate frameworks for oral and written
reflection processes
Understand the content, purpose and aesthetic qualities
of the art work in relation to the elements of the art
form
Reflecting on
arts works and
experiences
Develop and realise art works including a detailed study
of the creative processes of art making, choices, key
decisions, viewer, the effect of personal cultural values
and contextual understandings
Undertake reflection including the interpretation of
the expressive qualities of art works, ideas, feelings,
emotions conveyed by the art work or perceived by the
viewer
Effectively evaluate the processes of own creating.
Manage a recorded or written visual art process journal
Understand that visual art criticism is shaped by the
cultural context of the art as well as the qualities of the
work itself
Demonstrate tact and sensitivity when critiquing and
evaluating the art processes of others
Demonstrate highly developed evaluation skills
Use a range of detailed critical frameworks when making
informal and formal evaluations of own work and that of
others
Develop a personal criteria for critical evaluation,
integrating research, experience and the opinion of
others
Develop a language of critical discourse
Opens 16 June
Evaluating
arts works and
experiences
Project/Lesson Planner – Visual Arts
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pg 4 of 4
Late Adolescence Phase of Development (Y11/12) 2BVAR Identities
VISUAL ARTS IN SOCIETY
Tasks
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Elaboration of outcome
Visit Picasso to Warhol: Fourteen
Modern Masters as a class and take a
tour.
During visit, discuss Warhol’s life and his
artworks, paying particular attention to
Self-Portrait, 1966.
Discuss the features of Warhol’s work,
his style and the way it evolved over his
career.
Examine his technique, subject matter
and the possible meanings behind his
works.
Discuss Warhol’s interest in celebrity
and the way he transformed himself
and others into commodities through
popularisation of image and identity.
Back in the classroom, teacher will
follow up on visit, relating Warhol’s
work to the content of the unit 2BVAR
Identities.
Complete a case study of Warhol.
The artist’s visual arts practice should
be examined with consideration of
historical, cultural and contextual
factors influencing production and
interpretation of his work.
Appreciate that visual art values a high degree of
personal discipline without regimentation
Valuing the
arts
Art is a valued means of personal and community
expression
Understand that visual art can encapsulate the
experience of other times, places and cultures in an
accessible, meaningful and enjoyable way
Understand that visual art challenges prevailing
ideologies and influences cultural values
Appreciate that storytelling, undertaken by many art
forms, adds to a sense of identity and belonging
Understand historical, social, political, economic and
cultural contexts of art forms being studied
Appreciate themes, issues, values and attitudes relevant
to the art works being studied
Understand visual art conventions of the period, style or
form being studied
Understand
historical
and cultural
contexts in the
arts
Appreciate that visual art both affects and is affected by
changes in cultural and economic values
Understand that patterns of change in visual art reflect
cultural and social changes
Understand that there are marketing opportunities
associated with engaging people’s attention through
visual art
Opens 16 June
Understanding
the economic
significance of
the arts