EDU4MLB Task Three—Secondary Unit of Work
John Taylor [email protected]
Exploring Pop Art
Year 9, Art, Nine Hour Unit.
OVERVIEW
Pop Art is well-defined; it was a momentous and pivotal movement that still ruminates in art today. Pop artists
unashamedly celebrated consumerism and celebrity culture, their art boldly advertised representations of a
sensational ‘American dream’ and peaked over two prosperous decades. Screen printing and stencilling
featured in brightly coloured and bold artworks—premises were often fun and promoted ‘the good life’.
The aim of this unit is to develop students’ appreciation of the Pop Art movement, laying foundations for the
long-term goal of achieving a comprehensive art history perspective. Students explore a chronological timeline
that details notable events and examine significant artworks that have influenced the Pop Art movement.
Students have the opportunity to acquire techniques and consider the motivations of influential Pop Art
artists, abilities grasped in this unit can translate into student-inspiration for development towards their own
individual artistic style.
The first part of this unit involves research into the Pop Art movement with the aim of extending topic fluency.
The second part—the majority of the unit—focusses on a personal Pop Art assignment, students are
encouraged to create their own artwork inspired by personal experience, and appropriating techniques and
style from an influential Pop Art artist of their choice.
There is plenty of scope to include information and communications technology (ICT) in this unit, the research
assignment and elements of the artwork assignment would suit schools that have a ‘bring your own device’
policy, or access to ICT devices for internet inquiry based learning (IBL). The research and artwork assignments
that are featured in this unit can utilise Wikispaces Classrooms (or similar) for echoing the verbally-introduced
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activity instructions. This online presence will also provide a permanent after-hours access point to associated
resource links and related blog conversations—it is intended to be developed as the unit progresses.
Research assignments can be presented using Wikispaces Classrooms’ ‘projects’, teachers will be rewarded
with usage-monitoring assessment tools and student/teacher specific-page-content interactivity features.
Making efforts to provide options about how students present their assignments should convert to increased
engagement—assignments could be either hand written or presented using ICT.
English cross-discipline language and literature elements can be implemented throughout the unit to maximise
the learning experience—producing comprehensive written summative assessments in a timely fashion should
increase the grammar and spelling corrections effectiveness. The game featured in sequence three and the
group discussions throughout the unit; allows students to develop their interpersonal learning style and
language skills by incorporating feedback about body language, expression of voice and audience engagement.
DURATION
This unit of work is comprised of nine one-hour sequences, but it could be easily adapted to extend to twelve
one-hour sequences. Lessons could be constructed into three two-hour lessons plus three one-hour lessons to
run over a three-week period—alternating double and single sessions as illustrated below.
1
2
3
4
5
6
7
8
9
le
|─── Research
────| |───────── Pop-Art Artwork ──────────|
ss
o
Sequencen 1 and 2, (lesson 1): Introduction to Pop Art and the Pop Art research assignment.
Sequencet 3, (lesson 2): Pop art research assignment.
Sequence
w 4 and 5, (lesson 3): Introduction to Pop-Art artwork assignment.
Sequenceo 6, (lesson 4): Pop-Art artwork assignment.
Sequencea 7 and 8, (lesson 5): Pop-Art artwork assignment.
Sequencen 9, (lesson 6): Summarising topic discussions, quiz and self-reflections.
d
th
re
e:
AUSVELSle
ss
Strands o
n Personal and Social Learning: Students learn about themselves and their place in society. They learn how to stay healthy

Physical,
t
and active.
Students develop skills in building social relationships and working with others. They take responsibility for their learning,
and learn
w about their rights and responsibilities as global citizens.

Discipline-based Learning: Students learn the knowledge, skills and behaviours in the arts, English, humanities, mathematics, science
o
and other languages.
a
n
d
th
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re
e:
Interdisciplinary Learning: Students explore different ways of thinking, solving problems and communicating. They learn to use a range of
technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes.
The Arts—Year 9 Learning Focus
As students work towards the achievement of Level 10 standards in the Arts, they design, make and present arts works. In doing so,
they develop skills in making decisions about creative ways of generating and implementing ideas. They reflect on their experiences
and observations, consider what they have learned about styles and forms and explore issues and concrete and abstract concepts to
generate ideas. They keep their intended aesthetic qualities in mind when they experiment with, select, vary combinations of and
manipulate arts elements, principles and/or conventions to effectively realise their ideas, represent their observations and
communicate their interpretations of issues and concepts.
Students consider others’ perspectives when seeking solutions and contributing to collaborative arts tasks.
Within and across specific arts disciplines and arts forms, students experiment with imaginative and innovative ways of using
traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn
from a range of contexts.
Students use evaluation and reflection on their arts experiences to improve the making and presenting of their arts works. They
maintain a record of their exploration, development and refining of ideas, use of elements and principles and/or conventions and
application of techniques and processes when making and presenting their arts works.
When exploring and responding, students focus on the development of knowledge and understanding of key concepts, techniques,
processes and practices associated with particular arts forms. They develop aesthetic and critical awareness through observation,
research, discussion and analysis of arts works from different social, historical and cultural contexts. They compare arts works to
consider similarities and differences in the styles, themes, intentions and aesthetic qualities of works by particular artists and arts
works made at a particular time within specific cultural contexts. They develop skills in presenting and justifying personal
interpretations of, and opinions about, arts works using appropriate arts language. They investigate and discuss the contribution of the
arts to society and other disciplines, such as Mathematics and History, focusing on ways contemporary, and traditional arts disciplines,
forms and works reinforce and challenge social, cultural, personal and artistic practices and values.
The Arts Standards—Creating and Making
At Level 10, within and across areas of specialisation, students apply decision making skills to find the most effective way to implement
ideas, design, create and make arts works devised from a range of stimuli, demonstrating development of a personal style. They
evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices. Students realise their
ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts
elements, principles and/or conventions to create the desired aesthetic qualities. Independently and collaboratively, they apply their
knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures. They
vary the content, structure and form of their arts works to suit a range of purposes, contexts, audiences and/or the conventions of a
specific style, and demonstrate technical competence in the use of skills, techniques and processes. They effectively use a range of
traditional and contemporary media, materials, equipment and technologies. They maintain a record of how ideas develop in the
creating, making and presenting of their arts works.
The Arts Standards—Exploring and Responding
At Level 10, students observe, research and critically discuss a range of contemporary, traditional, stylistic, historical and cultural
examples of arts works in the disciplines and forms in which they are working. They analyse, interpret, compare and evaluate the
stylistic, technical, expressive and aesthetic features of arts works created by a range of artists and made in particular times and
cultural contexts. They describe and discuss ways that their own and others’ arts works communicate and challenge ideas and
meaning. They use appropriate arts language and, in the arts works they are exploring and responding to, refer to specific examples.
They comment on the impact of arts works, forms and practices on other arts works and society in general.
Year 9 Art—Progression Point 8.5
At 8.5, the work of a student progressing towards the standard at Level 10 demonstrates.
Creating and Making
Progression Point
Elaboration in this unit of work

documentation of a range of source material in a visual
diary or sketchbook showing independent and/or
collaborative planning of visual responses
Sequences 4-8: Students contribute to their visual diaries as the
develop concepts to plan their final artworks for their Pop Art
artwork assignments.

trialling of different ways of using a range of traditional
and contemporary media, materials, equipment and
technologies
Sequences 4-8: Students experiment with different mediums
and methods during their Pop Art artwork assignments.
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
application of the conventions of particular art forms
and/or artists’ styles in the design and development of
their own art works
Sequences 1-8: Students study Pop Art artists’ styles then
produce an artwork inspired by a chosen Pop Art artist.

refinement of skills through a process of observation and
practice in using unfamiliar media, techniques and
technologies in two- and three-dimensional art-making
Sequences 4-8: Students will develop their technique from
practice and observations.

consideration of context and purpose in the presentation
of completed art works
Sequences 4-8: Students develop concepts and consider their
audience and message as they plan and create their artworks.
Exploring and responding
Progression Point
Elaboration in this unit of work

contribution to discussion about how the selection,
combination and manipulation of art elements, principles,
skills, techniques, media, materials and technologies
construct meaning in selected art works
Sequences 1-9: Students discuss a broad range of artistic ideas
during the unit—both verbally and via a group blog.

awareness of aesthetic features of art works from
particular historical contexts
Sequences 1-9: Throughout the unit students analyse artworks.

application of the conventions of particular art forms
and/or artists’ styles in the design and development of
their own art works
Sequences 1-8: Students study Pop Art artists’ styles then
produce an artwork inspired by a chosen Pop Art artist.
Source for above: AusVELS, Victorian Curriculum and Assessment Authority (VCAA).
Australian Curriculum
Visual Arts—Band Description
In Years 9 and 10, learning in Visual Arts builds on the experience of the previous band. It involves students making and responding to
visual arts independently and in small groups, and with their teachers and communities.
Students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual
representations, practices, processes and viewpoints. They refine their personal aesthetic through working and responding perceptively
and conceptually as an artist, craftsperson, designer or audience. They identify and explain, using appropriate visual language, how artists
and audiences interpret artworks through explorations of different viewpoints. They research and analyse the characteristics, qualities,
properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints. Students
adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form.
As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They explore the influences of
Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Students learn that Aboriginal and Torres Strait Islander people
have converted oral records to other technologies. As they explore different forms in visual arts, students reflect on the development of
different traditional and contemporary styles and how artists can be identified through the style of their artworks. They identify the social
relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how
these are reflected in developments of forms and styles in visual arts.
As they make and respond to visual artworks, students use historical and conceptual explanations to critically reflect on the contribution
of visual arts practitioners. They adapt ideas, representations and practices from selected artists and use them to inform their own
personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Their understanding of the roles of artists and audiences builds upon their experience from the previous band.
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Visual Arts—Content Descriptions
Content Description
Elaboration in this unit of work
Conceptualise and develop representations of themes, concepts
or subject matter to experiment with their developing
personal style, reflecting on the styles of artists, including
Aboriginal and Torres Strait Islander artists (ACAVAM125)
Sequences 1-8: Students study Pop Art artists’ styles then
produce an artwork inspired by a chosen Pop Art artist.
Manipulate materials, techniques, technologies and processes
to develop and represent their own artistic intentions
(ACAVAM126)
Sequences 4-8: Students will develop their technique from
practice and observations of technology and materials.
Develop and refine techniques and processes to represent ideas
and subject matter (ACAVAM127)
Sequences 4-8: Students will develop their technique from
practice and observations.
Plan and design artworks that represent artistic intention
(ACAVAM128)
Sequences 1-8: Students study Pop Art artists’ styles then
produce an artwork inspired by a chosen Pop Art artist.
Present ideas for displaying artworks and evaluate displays of
artworks (ACAVAM129)
Sequences 4-8: Students plan and consider their audience as
they plan and create their artworks.
Evaluate how representations communicate artistic intentions
in artworks they make and view to inform their future art
making (ACAVAR130)
Sequences 4-8: Students develop concepts and consider their
audience and message as they plan and create their artworks.
Analyse a range of visual artworks from contemporary and past
times to explore differing viewpoints and enrich their visual artmaking, starting with Australian artworks, including those of
Aboriginal and Torres Strait Islander Peoples, and consider
international artworks (ACAVAR131)
Sequences 1-9: Students discuss and analyse a broad range of
artistic ideas and artworks during the unit—both verbally and
via an online collective and ongoing blog conversation.
Australian artworks and artists are considered for analysis and
discussion wherever appropriate.
Examples of Visual Arts knowledge and skills: www.australiancurriculum.edu.au/the-arts/visual-arts/examples#9-10
Visual Arts—Achievement Standard
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view.
They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions,
practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists’ on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject
matter in their artworks.
Source for above: Australian Curriculum Assessment and Reporting Authority (ACARA) ‘awaiting final endorsement’ as of September 2015.
Level 9 Australian Curriculum: English (Cross-Discipline Elements)
Content Description
Elaboration in this unit of work
Language
Language for interaction
Understand that roles and relationships are developed and challenged
through language and interpersonal skills (ACELA1551)
Investigate how evaluation can be expressed directly and indirectly using
devices, for example allusion, evocative vocabulary and metaphor
(ACELA1552)
Sequences 1-3: Students explore variations in language
while researching their Pop Art assignments from a
broad range of sources.
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Text structure and organisation
Understand that authors innovate with text structures and language for
specific purposes and effects (ACELA1553)
Compare and contrast the use of cohesive devices in texts, focusing on how
they serve to signpost ideas, to make connections and to build semantic
associations between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations
in constructing texts for different audiences and purposes (ACELA1556)
Expressing and developing ideas
Analyse and explain the use of symbols, icons and myth in still and moving
images and how these augment meaning (ACELA1560)
Identify how vocabulary choices contribute to specificity, abstraction and
stylistic effectiveness (ACELA1561)
Understand how spelling is used creatively in texts for particular effects, for
example characterisation and humour and to represent accents and styles
of speech (ACELA1562)
Sequences 1-3: Students will increase their
understanding of language techniques used for various
purposes in their Pop Art research assignments.
Sequences 1-8: Effectiveness of symbolism and
pictographs is explored throughout the unit.
Sequence 3: Art vocabulary is a focus of study during
the glossary of terms activity.
Sequences 1-8: Students explore variations in language
while researching their Pop Art assignments from a
broad range of sources. Creative spelling is observed
throughout the unit.
Literature
Literature and context
Interpret and compare how representations of people and culture in literary
texts are drawn from different historical, social and cultural contexts
(ACELT1633)
Responding to literature
Present an argument about a literary text based on initial impressions and
subsequent analysis of the whole text (ACELT1771)
Reflect on, discuss and explore notions of literary value and how and why
such notions vary according to context (ACELT1634)
Explore and reflect on personal understanding of the world and significant
human experience gained from interpreting various representations of life
matters in texts (ACELT1635)
Creating literature
Create literary texts, including hybrid texts, that innovate on aspects of
other texts, for example by using parody, allusion and appropriation
(ACELT1773)
Experiment with the ways that language features, image and sound can be
adapted in literary texts, for example the effects of stereotypical characters
and settings, the playfulness of humour and pun and the use of hyperlink
(ACELT1638)
Sequences 1-3: Students will consider cultural contexts
and varying perspectives while researching their Pop
Art assignments.
Sequences 1-3: Student will consider varying
perspectives and establish their own point of views
while researching their Pop Art assignments.
Sequences 1-3: During their research assignments
students will consider various ways to construct, write
and present their responses.
Literacy
Texts in context
Analyse how the construction and interpretation of texts, including media
texts, can be influenced by cultural perspectives and other texts
(ACELY1739)
Interacting with others
Listen to spoken texts constructed for different purposes, for example to
entertain and to persuade, and analyse how language features of these
texts position listeners to respond in particular ways (ACELY1740)
Use interaction skills to present and discuss an idea and to influence and
engage an audience by selecting persuasive language, varying voice tone,
pitch, and pace, and using elements such as music and sound effects
(ACELY1811)
Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements for aesthetic and playful
purposes (ACELY1741)
Sequences 1-3: Students will consider cultural contexts
and varying perspectives while researching their Pop
Art assignments.
Sequences 1-3: Students will consider cultural contexts
and varying perspectives while researching their Pop
Art assignments.
Sequences 1-9: Students will discuss and collaborate in
groups to analyse a broad range of artistic ideas and
artworks during the unit—both verbally, and via an
online collective and ongoing blog conversation.
Sequences 9: There is scope for including various
presentation methods and roleplay during a simulated
art exhibition.
Unit of work: Investigating Pop Art
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Interpreting, analysing, evaluating
Interpret, analyse and evaluate how different perspectives of issue, event,
situation, individuals or groups are constructed to serve specific purposes in
texts (ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with
fluency and comprehension (ACELY1743)
Use comprehension strategies to interpret and analyse texts, comparing
and evaluating representations of an event, issue, situation or character in
different texts (ACELY1744)
Explore and explain the combinations of language and visual choices that
authors make to present information, opinions and perspectives in different
texts (ACELY1745)
Creating texts
Create imaginative, informative and persuasive texts that present a point of
view and advance or illustrate arguments, including texts that integrate
visual, print and/or audio features(ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and
control over content, organisation, paragraphing, sentence structure,
vocabulary and audio/visual features (ACELY1747)
Use a range of software, including word processing programs, flexibly and
imaginatively to publish texts (ACELY1748)
Sequences 1-3: Students will consider cultural contexts
and varying perspectives while researching their Pop
Art assignments.
Sequence 3: Art vocabulary is a focus of study during
the glossary of terms activity.
Sequences 1-3: Students will use graphical organisers,
annotations and other comprehension strategies to
absorb and extract key information while researching
their Pop Art assignments.
Sequences 1-3: Students will consider varying
presentation techniques and perspectives of a range of
authors while researching their Pop Art assignments.
Sequences 1-3: During their research assignments
students will consider various ways to construct, write
and present their responses.
Sequences 1-3: During their research assignments
students will edit their responses appropriately.
Sequences 1-3: During their research assignments
students can construct, write and present their
responses using word processing programs.
Source for above: Australian Curriculum, Assessment and Reporting Authority (ACARA) ‘awaiting final endorsement’ as of August 2015.
LEARNING INTENTIONS
The key learning intentions of unit of work is to develop student abilities in the following areas:


Exploring and responding: Researching Pop Art artistic styles, personalities, motivations, influences,
artworks, and techniques to develop a genuine appreciation and understanding of the Pop Art movement.
Creating and Making: Discovering, planning, practicing, and experimenting with Pop Art techniques to
develop abilities and confidence.
This unit of work also aims to provide:





Opportunities for advancing literacy skills during the research assignment. It is also expected that literacy
skills will be developed through formative assessments of activities.
Practice for students to increase ICT capabilities while using devices to make research inquiries, engage in
discussions via blogs and while developing their artwork concepts using image manipulation software.
There is scope for teachers to nurture software-operating technical abilities while students craft files to
enhance their artwork and research assignments.
Critical and creative thinking development opportunities while students grasp complex issues within
research, artworks and other activities.
Increased Personal and social capabilities while students negotiate responsibilities and point of views for
effective collaboration within group activities. Students will develop body language, expression and
conversation skills through group discussions, game/s, with practice and feedback.
Ethical and Intercultural understanding for fostering empathic ideology.
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SUCCESS CRITERIA
When concluding this unit students are expected to have:



Increased their appreciation of the Pop Art movement
Developed skills and concepts accumulatively and created a final artwork in a Pop Art style
Participated and genuinely contributed to group conversations about Pop Art
Sequence 1 and 2: Increased understanding of events and definitions significant to the Pop Art movement,
increased knowledge the artistic styles of Andy Warhol and Roy Lichtenstein.
Sequence 3: Increased vocabulary used to describe artworks—students have added several words and
definitions to an ongoing Art glossary of terms.
Sequence 4 and 5: Increased knowledge of screen printing and/or airbrush stencilling techniques.
Sequence 6: Increased knowledge of techniques used to convert images to stencils using Adobe Photoshop
and/or Pixlr Editor.
Sequence 7 and 8: Demonstrated progressive development of concepts and drafts, and have produced a final
artwork.
Sequence 9: Demonstrated increased understanding of events and definitions significant to the Pop Art
movement, Andy Warhol and Roy Lichtenstein.
Evidence of learning will be in the form of the activity responses, research assignment responses, multiplechoice question quiz results, concept drafts and other working files, and the final artwork.
UNIT SEQUENCE PLAN
Week one
Sequence 1: Topic introduction lesson. Involves students completing the K (what is known) and W (what
they want to know) sections of the KWL document, then receiving instructions on using annotated
bibliographies, and receiving their Pop Art research assignments. Pop Art is explored by watching a movie
on the Pop Art movement, followed by the viewing a slideshow of notable artwork while teacher discusses
Pop Art movement motivations, significant events, artists, and artworks. Students are made aware of a
Wikispaces Classrooms page, benefits promoted and explored on the multimedia projector. During the
remainder of the sequence time can spent researching the assignment, involving open dialogue, and IBL
using ICT and books.
Sequence 2: Students use this time to complete the research assignment. A short Pop Art movie could be
shown during this sequence to give the students a break, proceeding this a Pop Art timeline is explored on
the multimedia projector to assist research.
Sequence 3: Students are given Pop Art glossary of terms exercise, shown a short movie that justifies the
exercise, teacher discusses benefits of using art vocabulary. Following this a game can be played in groups
or pairs, where one student is asked to look away or leave the area, while remaining students study
Unit of work: Investigating Pop Art
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elements of a chosen Pop Art artwork. The group is reunited and then the students describe features of the
artwork using their art vocabulary to the student who have not seen the image, this person then attempts
to draw the artwork as described to them. Finally the drawing and the featured Pop Art artwork is
compared. During the remainder of the sequence time can spent researching the assignment, involving
open dialogue, and IBL using ICT and books.
Week two
Sequence 4: Introduction Pop Art artwork assignment begins with a Roy Lichtenstein movie that features
footage of his paining and stencilling technique. Following this students are then given the Pop Art artwork
guidelines, further verbal elaboration, and then asked to annotate concepts with means and method
intentions.
Sequence 5: Short movies can be shown to demonstrate how to prepare stencils using Adobe Photoshop or
Pixlr Editor. Teacher may like to demonstration using Ben-Day dots stencils to apply colour and gradients for
adding tone to artworks. Students continue working on their artwork assignments.
Sequence 6: Short movies or demonstrations can be shown to exhibit stencil spray-painting and other
methods of creating final artworks. Students continue working on their artwork assignments.
Week three
Sequence 7: Students continue working on their artwork assignments with the emphasis on finishing final
artworks. To maximise the effect of scaffolding responses, teacher may like to gather small groups of
students that are all using similar techniques to apply specific instruction/demonstrations.
Sequence 8: Students continue working on their artwork assignments with the emphasis on finishing final
artworks. Final Pop Art artworks are collected at the end of this lesson.
Sequence 9: Students complete a summative Pop Art quiz probing knowledge, then they complete their
self-reflection. By engaging in open collaborative dialogue students can then finalise their KWL, annotated
bibliography and glossary of terms documents. Open discussion summarises Pop Art unit and volunteers
may like exhibit their final artwork for peer feedback, a mini art exhibition could be prepared where
authentic peer assessments using appropriate art vocabulary is the focus.
ASSESSMENT
In Year 9 Art it is expected that students are collecting conceptual draft work and their artwork in a folio, this
folio will serve as evidence of the learning experiences that the student has undertaken. The folio is
summatively assessed and will demonstrate each student’s development.
Individual learning achievements can be measured through student responses to the activities, and the
research and artwork assignments. Within the research and artwork assignments criteria can be formatively
and summatively assessed with a rubric—by both student and teacher. Results are collected and recorded,
comments and notes are added where necessary.
Unit of work: Investigating Pop Art
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As a result of scaffolding responses throughout the unit of work; teachers should have an accurate
understanding of student engagement, effort and ability—combined with the activity responses this can form
triangulated summative assessments. Teachers can make judgements of accuracy and originality of the work
produced to determine individual achievement.
Some of the assessments methods that can be employed during this unit include:






Formative feedback assessments of scaffolding responses during activities, including the research and
artwork assignments
Formative feedback assessments of conceptual drafts and planning methods for the artwork assignment
Formative and summative peer and self-reflection for artwork activity
Formative and summative assessments of finished folio piece
Formative and summative assessments of research assignments
Summative assessment of quiz
RESOURCES
Sequence
Resource
Elaboration in this unit of work
1-9
KWL scaffolding word document,
PopArtKWL.docx
Before commencing the unit students are asked to
list what they already know, what they want to know,
and how they can find out the answers. On
completion of the unit student are asked to list what
they have learned with the aim of strengthen the
learning experience.
1-9
Annotated bibliography scaffolding
word document,
PopArtAnnotatedBibliography.docx
During completion of the research assignment and
throughout the unit, students are asked to keep an
annotated bibliography to consolidate the learning
experience and to keep as a tangible reference.
1-3
Pop Art Research Assignment word
document,
PopArtResearchAssignment.docx
Questions in this assignment require students to
research Pop Art and use IBL to complete.
1-3
‘art inSight’ Lou Chamberlin, p134-6
A class set of this would be ideal to complete the
research assignment, however if this books is not
available it is possible that the students complete the
questions using internet inquiries.
1-2
‘a guide to POP ART’ (2:33 movie)
youtube.com/watch?v=LsY4ihZCJL8
Movie to show students during topic introduction.
1-2
‘Unlock Art: Alan Cumming on Pop
Art’ (4:57 movie)
youtube.com/watch?v=lHBm8_ooP
Vo
Movie to show students during topic introduction.
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1-9
‘Pop Art Timeline - Art Fund’
(website) artfund.org/news/pop-arttimeline
Website reference for unit of work.
1-8
‘Pop art | Tate’ (website)
tate.org.uk/learn/onlineresources/glossary/p/pop-art
This website could be displayed on the multimedia
projector during topic introduction. A slideshow of
significant Pop Art artworks could be shown on the
multimedia projector for the duration of the unit.
1-9
Wikispaces Classrooms,
http://www.wikispaces.com/conten
t/classroom
It is suggested that a Wikispaces Classrooms (or
similar) page is established for students to join.
Teachers can upload activities as word documents,
post the assignment guidelines and links, and begin a
blog discussion all in one convenient online access
point.
3
Pop Art glossary of terms word
document exercise,
PopArtGlossaryOfTerms.docx
Students are asked create a Pop Art glossary of terms
(or contribute to an ongoing art vocabulary glossary),
the goal being to develop their art vocabulary—this is
linked to a question within their research assignment
that asks students to describe a Pop Art artwork.
3
‘Understanding the Vocabulary of
Art I The Great Courses’, (2:32
movie)
youtube.com/watch?v=42fyDlP36o
M
Students are shown a short movie to lead into and
justify the glossary of terms exercise—this is linked to
a question within their research assignment that asks
students to describe a Pop Art artwork.
4-8
Pop Art Artwork assignment
guidelines PDF,
PopArtArtworkAssignment.pdf
A PDF containing the Pop Art Artwork assignment
guidelines to print for student, and to upload to the
Wikispaces Classroom page.
4-8
mixcloud.com/LongDistanceDan/60s
-beat-party and 60s-beat-party2 or
mixcloud.com/discover/1960s-pop
Some 1950s or 1960s music could be played to add
to the atmosphere during the artwork assignment.
4-5
‘Diagram of an Artist: Roy
Lichtenstein’ (2:16 of 9:03 movie)
youtube.com/watch?v=gOsLpoa6c_
4
The first 2:16 of this movie can be shown to
demonstrate techniques used by Roy Lichtenstein,
leading into the artwork assignment.
4-5
'Photoshop CS5 - Threshold' (2:46
movie)
youtube.com/watch?v=uX0wekomq
Pc or /watch?v=uFjaMVnGzGA or
/watch?v=RvnwzZlWF48
This movie can be used to demonstrate how to
convert photos to monotone stencils using Adobe
Photoshop.
4-5
‘Year 8 Stencils Pixlr Demo’ (movie
12:29)
youtube.com/watch?v=fbEL1PsDa-o
This movie can be used to demonstrate how to
convert photos to monotone stencils using
pixlr.com/editor.
6
‘Multi-layered Stencil On Canvas’
(movie 5:01)
youtube.com/watch?v=I19weeErue
A
This movie can be used to demonstrate stencilling
technique for airbrushing or spray-painting.
6
‘Pop Art Part I – Lichtenstein’ (movie
4:30)
This movie has a Pop Art theme and shows adding
value with hatching. It features an artwork that
borrows Lichtenstein’s artistic style.
Unit of work: Investigating Pop Art
●
Page 11 of 12
https://www.youtube.com/watch?v
=F7AWBB4_GK4
9
Pop Art Quiz, PopArtQuiz.docx
Summative Quiz issued to students to test unit
research understanding, results are recorded.
9
Self-reflection document,
PopArtSelfReflection.docx
Self-reflection document that asks students to
evaluate their performance using specific desired
criteria.
OTHER RESOURCES
Students will need: ICT device, internet connection, printer access, pen, pencil, sketchbook, paper, coloured
paper, scalpels/cutting knives, cutting mats, paint, and other art supplies.
Teacher will need: Whiteboard marker, ICT device, internet connection, printer access, and multimedia
projector VGA connector.
DIFFERENTATIATION RESOURCES
Some automatic-differentiation occurs with IBL, with observation of responses varying ranges in depth of
research and understanding should be noticeable—appropriate formative scaffolding responses can
accommodate differing abilities. Students with poor literacy skills and/or short attention spans can be guided
to learn about Pop Art through YouTube and other online tutorials, conversations with teachers and fellow
students should also assist them grasp Pop Art fundamentals. Disengaged students due to the perceived
complexity of activities can be helped with the following differentiation resources…
Lesson
Resource
Elaboration in this unit of work
1-9
Warhol soup colouring-in page,
http://weareartistic.weebly.com/
uploads/2/7/4/1/27414255/7274
193_orig.jpg
Disengaged students can use this image to colour with
pencils or paint.
1-9
Lichtenstein ben day dots
colouring exercise,
http://blog.123rf.com/wpcontent/uploads/2015/01/popart
7.jpg
Disengaged students can use this image to colour with
pencils, paint or Ben-Day dot stencils.
1-9
Ben-Day dots game,
kids.tate.org.uk/games/dotshop
or kids.tate.org.uk/games
Disengaged students can use this game to explore BenDay dots or play other art related games.
Unit of work: Investigating Pop Art
●
Page 12 of 12