Cassidy Studtmann

Pop Art
Unit Overview
Grade Level: 5th

I. Standards
Standard 1. Observe and Learn to Comprehend
● GLE 1. Investigate and analyze how specific points of view can be communicated
through art and design.
○ EO b. Infer intended meaning using the language of visual art and design
○ EO c. Investigate how artists communicate points of view through personal works
of art based on lived experiences.
● GLE 2. Demonstrate an understanding of how works of visual art and design are
influenced by the culture of daily life.
○ EO a. Observe and discuss how visual art and design exist in a shared
contemporary world.
○ EO b. Investigate and discuss how popular culture influences visual art and
design.
Standard 2. Envision and Critique to Reflect
● GLE 1. Using a variety of criteria, question and evaluate works of art.
○ EO b. Reflect on how intended meaning influences the artmaking process.
Standard 3. Invent and Discover to Create
● GLE 1. Plan works of visual art and design where intended meaning is communicated to
viewers.
○ EO c. Contribute to the community of makers in a shared art space.
● GLE 2. Apply an understanding of art processes and studio skills to create works of art
and design.
○ EO d. Prepare works of art and design for presentation.
Standard 4. Relate and Connect to Transfer
● GLE 1. Using interdisciplinary knowledge, investigate and interpret how diverse
communities address issues relevant to their place and times.
○ EO a. Investigate how the reciprocal relationship between a work of visual art
and design and the context of its culture deepens understanding.

II. Big Idea

Printmaking - Pop Art

III. Enduring Understandings

● Visual culture and popular (pop) culture are a big part of our society.
● Art is a part of visual culture and “pop” culture.
● Understanding what visual culture and pop culture can help people analyze the visuals
surrounding them in their daily lives.
IV. Essential Questions
What is visual culture? Popular culture?
How is art related to popular culture and/or visual culture?

V. Objectives
● Use the language of art and design to discuss and observe Pop Art.
● Analyze intended meaning in works of Pop Art.
● Discuss how art exists in popular culture.
● Reflect on how meaning influences the artmaking process.
● Use printmaking tools and supplies respectfully and responsibly in a shared space.
● Use the language of art and design to write an artist statement.

VI. Content Integration

● Literacy - Determine meaning from works of art and design using visual literacy
skills such as interpretation, negotiation, appreciation and selection. Students will
write an artist statement reflecting on their work and its relation to popular
culture. Vocabulary: visual culture, popular culture, mass production, Pop Art.
● History - Students will investigate how the reciprocal relationship between a work of
visual art and design and the context of its culture deepens understanding.

VII. Instructional Strategies

● Collaboration
● Differentiated Instruction
○ Account for different models of learning
■ Verbal - oral instruction, ask questions, written instruction, written
brainstorming, class discussion
■ Visual - visual examples of Pop Art, visual examples of student work
■ Kinesthetic - gallery walk to walk around and see other students’ work,
hands on art making
■ Logical - brainstorming, create plan, analyze meaning behind works of art
■ Social - collaborate as tables to help with brainstorming, share
ideas/thoughts during the art making process, work in a shared space
■ Solitary - independent work time
○ Extra time
○ Simplify Steps

VIII. Safety Concerns

● Establish a safe environment for group discussions by demonstrating listening skills and
by having clear expected behavior.
● Demonstrate and discuss how to use supplies safely and responsibly.
● Demonstrate and discuss how to use the art room as a shared space (a “studio”)
IX. Visuals

Art History:

Green Coca-Cola Bottles, Andy Warhol, Campbell’s Soup Cans, Andy Warhol,
(1962) (1962)
 Chanel No. 5, Andy Warhol, (1980) Marilyn Monroe, Andy Warhol, (1967)

Student work:

X. Differentiated Instruction/Possible Accommodations

● Differentiated Instruction
○ Provide visuals
○ Provide written instructions
○ Provide opportunities for discussion
 ○ Provide opportunities for movement
○ Provide 1:1 support as needed
● Possible Accommodations
○ Extended work time
○ Adaptive art supplies
○ Additional visual or audio support
○ Individual support

XI. Assessment
Pre-Assessment:
● What is visual culture? Popular culture?
● What do these Andy Warhol images have in common?
● Why do you think he made these pieces of art?
● If Andy Warhol was making art today, what would be in the images?
Formative Assessment:
● Progress checks
○ Brainstorm/Planning
■ Sketches of ideas for art based on popular culture
○ Work time
■ Responsible/respectful use of supplies
■ Treating the art room as a studio (respectful of a shared space)
Summative Assessment:
● Finished piece
○ Repeated image based on popular culture
○ Use of craftsmanship
● Artist statement
○ Student describes connection between their art and popular culture