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Andy Warhol: Pop of Pop Art

Create an original pop-art repetitive portrait based on a study the life and work of Andy Warhol.

  • Grade 3
    Grade 4
    Grade 5
    Grade 6
    Grades 7 and 8
  • Multiple Lesson Periods
  • Directions

    1. Students research the artist Andy Warhol. Where is he from? How did he become a well-known artist? What is his artistic style?
    2. To create in the manner of Andy Warhol, have students examine his portraits of Marilyn Monroe, Jackie Onassis, and Mick Jagger. Notice that he includes many portraits of the same person in one painting, changing colors and details.
    3. Students use Crayola Crayons to draw a Pop Art portrait of a friend or someone famous, on four sheets of brightly colored paper. Change some details, such as facial expression or colors in each of the drawings, as long as it is the same person.
    4. Students arrange their portraits to form a block, two on the top and two on the bottom. Mount the portraits to a posterboard with a Crayola Glue Stick.
  • Standards

    LA: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

    LA: Draw evidence from literary or informational texts to support analysis, reflection, and research.

    LA: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

    SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.

    VA: Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices.

    VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

    VA: Describe and place variety of art objects in historical an cultural contexts.

    VA: Know and compare the characteristics of artworks in various eras and cultures.

    VA: Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.

    VA: Analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art.

  • Adaptations

    Andy Warhol was well known for his printmaking skills. Students can use a recycled foam tray to create a printmaking block. By pressing on the foam, they create a drawing; as an alternative, students can use a digital photograph of an item of interest to them. Using various colors of Crayola Tempera Paint, students can create an original Warhol-like print. Have students study the pattern that they create and describe it. Using a digital photograph of their print, students can voice-over their descriptions; these can be saved in an electronic classroom file for previewing.

    When Andy Warhol moved to New York, his personal style began to emerge and his unusual hairstyle and mannerisms became nearly as famous as his artwork. Create a portrait of Andy Warhol, looking at a picture of him from this time period. Prepare this original print for display and accompany it by a list of five or more interesting facts about Warhol as a child, adult, artist.

    Students research another artist that, like Warhol, took art in alternative directions. Summarize research in an essay format. Create a portrait of your self-chosen artist to accompany your research summary.

    Pop Art used images of objects that were commonly used during that time period. Students research different time periods, such as the Renaissance, Middle Ages, etc. and select images from the period. How would this image look as interpreted in Pop Art? Students may create a pattern of their selected image(s) and create a Warhol-like print pattern. A short summary identifying the image, what era it was commonly found, and its typical use in that time period should accompany the print.

    Students can research the history of Cubism, as well as comparing and contrasting it to Pop Art. Their research can be organized into an electronic format and include several digital examples of each art form.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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