Unit plan overview

Unit title: Pop Art

Year level: 7

Rationale/Aims for the unit:

Students will develop their own Pop Art-inspired painting techniques, style and colour

palette. This unit will focus on students developing their critical and creative thinking

and their own Pop Art-inspired painting techniques and colour palette aesthetic. They

will render these portraits and objects in the emotions they feel or the connection to

the object. This will develop their own colour aesthetic. They will undertake a

formative assessment where they will select an image and practice on developing

their own painting technique by rendering it in a Pop Art-inspired style as well as

practising their own colour palette. They will increase their development and their

understanding of formal conventions. The summative assessment will consist of

students selecting a photo of a friend or a family member and rendering it in a Pop

Art-inspired painting technique, aesthetic and colour palette. This will demonstrate

the students understanding of how they can apply the knowledge that they have learnt

through this unit as well as their innovative, creative and critical thinking skills.

There will be other alternative forms of assessment offered which will include

students selecting any image of their choice; whether it be cars or comic strip action

scenes.
Intended learning objectives:

Intended learning outcome:

Students will refine and experiment with their own Pop Art technique.

Students undertaking the alternate assessment will experiment with

 different painting techniques and the way in which they can convey

meaning from paint.

Visual Art. Grade 7. (ACAVAM118) . Experiment with visual arts

conventions and techniques, including exploration of techniques used

by Aboriginal and Torres Strait Islander artists to represent a theme,

concept or idea in their art work.

Intended learning outcome:

Students will practise developing their Pop Art-inspired techniques and

rendering it in the colours that signify their connection to that friend or

family member.

Visual Art. Grade 7. (ACAVAM121) Practise techniques and

processes to enhance representation of ideas in their art-making.

Intended learning outcome:

Students will create a draft in their journals before commencing on

their summative assessment. They will also be instructed on the

different Pop Art techniques and colour palettes used by the Pop

Artists.

Visual Art. Grade 7. (ACAVAM120). Develop planning skills for art-

making by exploring techniques and processes used by different

artists.

Intended learning outcome:

Students will experiment with their own work and be inspired by

 different Pop artists painting techniques and conventions used to

produce their works.

Visual Art. Grade 7. (ACAVAM119) Develop ways to enhance their

intentions as artists through exploration of how artists use materials,

techniques, technologies and processes.

Week One:

Lesson 1 The teacher will write down the learning intentions and success

outcomes. They will commence a Pop Art presentation. The teacher will give

them an overview of the formative and summative assessment. Students will

commence the formative assessment and select an image from a magazine or

use their own imagination sketching it lightly in 2B pencil. They will then

develop their own Pop Art-inspired painting technique and colour palette and

aesthetic. The teacher will monitor students progress. The teacher will

remind students to select a portrait of a family member or a friend to bring

along to class next lesson.

Lesson 2 and 3 The teacher will write down learning intentions and success

outcomes on the whiteboard . The teacher will instruct to have their Pop Art

exercise completed by the end of the double lesson. She will instruct students

to continue on with their Pop Art exercises. The teacher will monitor and

assist students. For those students who finish early, I will instruct them to

commence on their drafts for their formative assessment.

Week Two:
Lesson 4 The teacher will explain and write the criteria on the whiteboard

that students will be assessed on for their summative assessment. The students

will commence their summative assessment Pop Art exercise on A2 cartridge

paper. They will sketch in 2B pencil and then paint their pieces. The teacher

will monitor and assist students.

Lesson 5 The teacher will explain and write the criteria on the whiteboard.

The teacher will instruct students to continue on with their paintings. The

teacher will monitor and assist students.

Lesson 6- The teacher will explain and write the criteria on the whiteboard.

The teacher will instruct students to continue on with their paintings. The
 teacher will monitor and assist students.
Week Three:

Lesson 7 Before the lesson commences the teacher will distribute the text
and information worksheet onto each students desk. The teacher will explain
and write the criteria on the whiteboard. The teacher will instruct students to
continue on with their paintings. The teacher will monitor and assist students.
Halfway through the lesson the teacher will commence a PowerPoint
presentation and give an overview of the history of Fauvism, analyse and
discuss the artists brushstroke techniques and give some background on them.
The teacher will gather the class around and demonstrate and model how to
apply the fauvist-inspired colour palette onto a half-finished piece using paint.
Students who finish their summative assessment on Pop Art early will be
instructed to commence their own pastel drawing of a landscape, where they
will base it off their own photo of a landscape they brought in, and render it in
a Fauvist-inspired colour palette on an A4 piece of paper. If students have not
brought in their own photo then the teacher will provide them with photos of
landscapes. The teacher will walk around to monitor their progress as well as
to check if any students will need assistance.

Lesson 8 The teacher will explain and write the criteria on the

whiteboard. The teacher will instruct students to continue on with their

paintings. The teacher will monitor and assist students. For those students

who finish early, the teacher will instruct them to start or continue on with the

Fauvism activity.
Lesson 9- The teacher will explain and write the criteria on the

whiteboard. The teacher will instruct students to continue on with their

paintings. The teacher will monitor and assist students. For those students

who finish early, the teacher will instruct them to start or continue on with the

Fauvism activity.
Assessment
Students will be continually formatively assessed, within the art classroom, on the

development of their Pop Art-inspired painting technique and colour palette. Their

final piece, which they will submit for summative assessment, will be a final painting

which will symbolise their connection, in colour, and their colour aesthetic with the

portrait of the person, as well as their own unique Pop Art-inspired painting

techniques and conventions. This will be summatively assessed at the end of the unit

via a rubric of criteria. This will demonstrate the extent to which they have developed

their colour aesthetic. As well as the colours in which they have connected their

emotions and colour aesthetic which symoblise their connection with their family

member, pet or a friend. They will also be assessed on the extent to which they have

utilised formal conventions in their summative assessment.