ARTIST STATEMENT

POP ART COLLAGE GRADE 4-5

ESSENTIAL QUESTION | How can I make a Pop Art inspired collage with math transformations?

INSTRUCTIONAL GOALS AND LEARNING OUTCOMES | Students will learn the basics of the Pop Art movement and will look at the Pennsylvania artist Andy Warhol. Students will note the repetition of familiar (food) objects in this particular movement. Students will explore the three types of transformations and will apply it to food. Students will cut out silhouettes of their food in the four contrasting colors. Students will create a grid of their food images that utilize transformations.

PA ACADEMIC STANDARDS | 9.1.5 H, 9.2.5 H, 2.9.5 K

INSTRUCTIONAL OBJECTIVES |
The student will be able to describe the basics of the Pop Art movement.
The student will be able to associate Andy Warhol to the Pop Art movement.
The student will be able to list and explain the three types of transformations.
The student will be able to make an advanced color scheme of four colors.
The student will be able to create a piece of artwork utilizing their color scheme and two transformations.
The student will be able to clean up their workspace.

INSTRUCTIONAL ACTIVITIES AND PROCEDURES |

Motivation:
What are your favorite foods?

Project Process:
You were probably wondering why we were just talking about food. It will make more sense when we learn a little about the Pop Art movement
Has anyone heard of the Pop Art movement or Andy Warhol?
Show images of famous Pop Art artwork. Some images may be familiar to them.
Why do you think it is called “Pop Art”? What other words do you know that have “Pop” in them? (popular)
The Pop Art movement used images in their artwork of items from popular culture which means our everyday life, or in their case, back in the 50s and 60s. Andy Warhol is one of the most famous artists of this movement; he did the paintings/prints of Marilyn Monroe and the Campbell’s soup can. In fact, he grew up in Pennsylvania- in Pittsburgh!
What is a collage? (gluing paper onto a larger paper to form an image)
What is a transformation (from math class)? What are the three different kinds of transformations? (translation/slide, rotation/turn, reflection/flip)
Show examples and non-examples of transformations.
You are going to pick two of your favorite foods and a color scheme of four colors. I know that you all know different complex color schemes. What are complementary colors? What are analogous colors? What are tints? What are shades? You may pick four colors (including tints and shades) that you think will go contrast each other nicely. For my example here I just used complementary colors but I am allowing you to be more creative.
When you cut out your two favorite foods, you need to cut out just the silhouette. What is a silhouette? (shape of an object only) When you cut out these silhouettes, you need two of each food for a total of four food cutouts. How would you get two of the same image easily? (trace the first one that is already cut out or cut two papers at the same time)
Do not use the food that I use(d) in my example. I also do not want to see everyone at the same table with the same foods.
There is colored paper already cut in squares for the background of each quarter of your large paper. This paper is for the background only and not to cut your food out of.
Before you glue the food on you need to utilize at least two transformations.
While explaining the process, point out the parts on the example and/or demonstrate.
Have paper out on empty table or counter and have quiet tables come up one at a time to choose their colors.
Have a student hand out scissors and another student hand out glue.
When students have one done, hand out large square paper to glue each on. Have students write their name on the back. When project has all four squares complete, have students write their names on the front on the bottom right hand corner.
If details are needed on the food, add with black marker or the complementary color.
Remind the students when there is only five minutes until clean up.

Closure:
Choose a few of the student’s work and ask them if the picture used a good color scheme (why/why not). Ask what kind of transformation was used for each food and if it was done correctly. If not, how would they do it correctly?

Clean-Up Procedures:
Begin clean up when there is 10 minutes left in the period so there is time for closure.
Have students put scrap paper that is large enough in the recycle bin and small pieces in the trash.
Have a student collect the scissors and another student collect the glue.
Place all work in the center of the table.

Modifications and Accomations:
For gifted and special needs students, ask questions that either challenge them or are suitable for their learning level.
If a student is done early and their work is above average, move them onto the next step. If they are done early, they can help collect/distribute materials. They can add detail with a contrasting color from cut paper or they can glue their food silhouettes on utilizing more than one transformation!
If a student is done early and their project can still use some work, give extra encouragement, not only to them but to the whole class. Point out areas that are good as well as areas that still need to be worked on. Re-motivate all students.
If a student has behavioral problems and will not cooperate, have them be the “class helper” and give them things to keep them busy and out of trouble. Do not pay too much attention to them if attention is what they are seeking. The student may be removed to the time-out table to work if they cannot get along with their table-mates and/or cannot focus.
Accommodate students with physical needs by providing ample room for them to move around in if they need it, etc.

Materials:
Large rectangular backing paper (18 x 24), one per student plus extra
Scissors, one box per table
Glue, one per student plus extra
Black markers, optional
Pencils, optional
Pop Art and Andy Warhol reproductions
Construction paper (9 x 9), several per student plus extra
* Some needs to be cut into squares

Summative Assessment: