Instructional Plan
Lesson Title:
Pop Art: What Inspires An Artist?
Topic of Unit/Lesson:
Introduction to Pop Art using an interactive lesson that prompts
discussions about what inspires an artist to create and what
inspires an art movement, such as Pop Art.
Submitted by:
A. Mikula
Student Profile:
The class consists of eight 8th grade BSAP (Brandywine Specialized Autism Program)
students. Half have an educational diagnosis of Autism. One is diagnosed with
Emotional Disturbance (ED), and three are classified as Other Health Impairments(OHI).
There is one girl and seven boys. Students’ ethnicity's include 5 Black students, two
White students, and one Asian student. Four of the eight students have behavior plans.
All of the students function well below grade level. They need a lot of redirection and
refocus throughout a lesson. Visual supports are always helpful especially when dealing
with giving directions. The teacher will tell the students the directions as well as point to
the written directions on the board. This helps to keep them on task. Having picture ques
when dealing with vocabulary is also very helpful.
Visual Learners: Demonstration, Graphic Organizer (Web), SMART Board
Presentation, Examples
Oral Learners: Hearing impaired students would be placed closer to the teacher
or SMART Board. All materials/instructions would be read aloud.
Kinetic Learners: Hands-on practice will be a large component overall.
The students will be asked to create their own piece of artwork, as well as
a skit informing the class about their chosen artist.
●
Accomodations:
Students may need prompting to stay focused and on task.
●
Make sure students stay orderly and follow the class rules, especially when it comes
time to use the art supplies.
●
Make sure to demonstrate how to use the SMART Board if students do not have
experience with it. Go over proper usage.
Summary of Unit:
This lesson serves as an introduction to Pop Art. It discusses what an art movement
is and what inspires them. Pop Art is defined, and explained that it was a reaction
to the previous movement, Abstract Expressionism. It also discusses what inspires
an individual artist to create a piece of artwork. At the end of the lesson the students
are asked to complete a graphic organizer Web about what is happening in our world
and culture today. They are then challenged to create their own piece of artwork, that
represents our current culture, in the same manner as one of the five provided Pop
Artists. These include Andy Warhol, Claes Oldenburg, Jasper Johns, Roy Lichtenstein,
and Robert Rauchenberg. Then the students will create a skit, using their works as
props, to inform the class about the chosen artist.
Type of Computer-based Instruction and Differentiated Strategies:
● SMART Board Lesson and interaction.
State Standards:
Delaware Content Standards
Primary Standards and GLEs:
• Visual Art Standard 1 - Understanding and applying media, techniques, and
processes.
1.1 – Select and use different media, techniques and processes that are
used to create works of art.
• Visual Art Standard 2 – Using knowledge of structures and functions.
2.8 – Select and apply the knowledge of the elements of art and
prinicples
of design to convey ideas in works of art
2.9 – Plan, design and execute multiple solutions to challenging visual
arts
problems
• Visual Art Standard 3 – Choosing and evaluating a range of subject matter,
symbols, and ideas.
3.2 – Integrate a variety of sources for subject matter, symbols and/or
ideas which best communicate an intended meaning in works of art.
3.3 – Evaluate the sources for content to validate the manner in which
subject matter, smybols and ideas are used in works of art
3.5 – Describe and differentiate the origins of specific subject matter,
symbols and ideas in works of art
3.6 – Analyze how the use of subject matter, symbols and ideas are used
in works of art.
• Visual Art Standard 4 – Understanding the visual arts in relation to history and
cultures.
4.1 – Identify historical and cultural characteristics of works of art
4.3 – Compare the purpose of works of art and design in history and
cultures
4.4 – Speculate on how history and culture give meaning to a work of art
4.6 – Describe how history and cultures influence the visual arts
4.7 – Describe how the visual arts influence history and cultures
• Visual Art Standard 5 – Reflecting upon and assessing the characteristics and
merits of their work and the work of others. Describe
personal responses to selected works of art.
5.1 – Discuss how individual experiences influence personal works of art
5.2 – Identify ways the visual arts are used as communication
5.3 – Describe personal responses to selected works of art
5.4 – Analyze works of art to speculate why they were created
5.5 – Evaluate the artist’s intent and effectiveness in communicating
ideas
and emotions in works of art
5.7 – Describe how a work of art can convey a voice of one or a voice of
many
• Visual Art Standard 6 – Making connections between visual arts and other
disciplines.
6.1 – Compare and contrast relationships and characteristics between the
visual arts and other disciplines
6.2 – Compare the use of technology, media and processes of the visual
arts with other disciplines
6.3 – Describe and/or demonstrate how skills transfer between the visual
arts and other disciplines
6.4 – Describe how learning in the visual arts helps develop essential
skills for life and the workplace.
Identify the Assessment Strategies:
The students will be assessed on their artwork, skit and participation. A rubric is included in the
SMART Board lesson and can be reviewed HERE. The students will be assessed by teacher
observation throughout the activities within the SMART Board lesson. When concerning their
artwork the students will be scored on creativity, Pop Art likeness, reflection on current culture,
effort and finished presentation. The skits will be scored based on creativity, informativeness
and complete participation.
Other Evidence
• Teacher observation of lesson and discussion.
• Practice and experimentation with materials.
• Student artwork and skit performance.
Student Self-Assessment and Reflection
The students will be required to demonstrate their knowledge by creating and
performing a skit at the end of the lesson. They will be able to reflect on the Pop
Art movement and their chosen artist and share with the class what they have
learned
Summary of the Topic / Main Idea / Essential Questions:
This lesson introduces the Pop Art movement. It describes what an art movement is and
what inspires it, along with what inspires individual artists. It also introduces five famous
artists of the Pop Art movement. Throughout the lesson there are interactive activities
and a crossword puzzle. The students are asked to complete a web about their current
culture and then create a work of art that shares similar characteristics of a chosen Pop
Artist. The students are then required to create a skit and present it to the class, sharing
their artwork and what they have learned.
Students will be able to...
• Define what an art movement is and what inspires it.
• Compare, analyze, and discuss how history and cultures affect art movements.
• Describe what inspires an individual artist.
• Describe five artists from the Pop Art movement.
• Identify historical and cultural characteristics behind Pop Art.
Unit Essential Questions:
○ What factors can influence an artist when creating works of art?
○ What is an art movement?
○ What inspires art movements?
○ How history and culture affect art movements?
○ What common characteristics does Pop Art share?
Identify instructional strategies and methods that will encourage learner participation:
This lesson is very interactive. Throughout the slides there are activities and questions
prompts where the students can move items around to find the answers. There is also
a interactive crossword. The SMART Board is a very cool educational tool and using
it for lessons will excite and motivate the students, as well as encourage participation.
Students also love to be creative and they get excited when they get to play around with
art supplies and make their own works of art. It is a hands on experience that a lot of
them do not get to do outside of school. Having the students write and perform a skit
allows them to show the rest of the class their artwork and what they have learned. The
students are told about the activity at the beginning of the lesson to encourage attention
to the information.
Reflection:
In completing this assignment I learned about the many SMART Board lessons that are
available on the Internet. It seems to be a very exciting educational tool. I chose this art
lesson because it is very interactive and allows the students to be creative. They really
enjoy the freedom to make their own works of art. When students enjoy the lesson they
will retain more information, and this lesson is a supplement to learning about the Pop
Art culture.
Resources:
• SMART Board
• Handouts - Graphic Organizer (Web)
• Lesson Notebook file
• Art Supplies
References
Delaware Department of Education, (2011). Visual art: Grade-level expectations &
Profeciency-level expectations. Delaware Recommended Curriculum. Retrieved
from http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ vpa/
VArtGLEPLE092007.pdf
SMART Technologies ULC. (2011). SMART exchange: Find lesson plans for your smart board
and connect with teachers. Retrieved from http://exchange.smarttech.com/detai
ls.html?id=2cbf3839-38ec-4b6b-a20c-09971ba5e2da