Pop Art Inspired Self-Portrait
- Hannah Gersh
- Nov 18, 2015
- 5 min read
Grade Level: Eighth Grade (but adaptable)
Media: Mixed Media
Time needed: At least six fourty-five minute class periods
Principle of Design: Proportion
I. Goals
a. To introduce students to the principle of design, proportion
b. To show students how to correctly draw the face using correct proportions
c. To aquaint students with the artist Andy Warhol and his artwork
d. To introduce students to the Pop Art movement
II. Objectives
a. TLW study the works of Andy Warhol and the Pop Art movement
b. TLW know how to correctly draw the face, using proportions
c. TLW create a Pop Art inspired self-portrait using correct facial proportions
III. Vocabulary
a. Proportion: the size, location, or amount of something as compared to that of another (ex. A hand
is about the same length as a face)
b. Representational Art: the work that is intended to look like a picture of something that can be
recognized, ex. a person, object or place
c. Portrait: artwork that usually shows the face of a real person
d. Pop Art: objects from commercial art and the popular culture transformed into artworks
IV. Visuals
a. Student Example
b. Examples of Pop Art
c. Examples of Andy Warhol's prints
V. Supplies and Equipment
a. Half-sheets of construction or printer paper
b. Pieces of cardboard
c. Magazines and newspaper
d. Scissors
e. Glue/mod podge
f. Tempera paint in primary colors (can mix to make other colors)
g. 8.5" x 11" white computer paper
h. Ink pens and/or skinny Sharpies
i. Pencils
j. Erasers
k. Students will need a picture of themselves to draw from
l. Paint brushes
m. Buckets/containers for water
n. Rubrics
VI. Teaching Procedure
a. Day 1
i. 10 minutes: Bellringer
ii. 20 minutes: Introduction to Proportion
1. Ask students if they can recall the principles of design we have covered thus far.
2. Introduce students to the next principle we will learn about, proportion. Explain definition.
3. Explain that, before beginning our project, we are going to learn some background information
by studying the Pop Art movement.
iii. 5 minutes: Introduce Pop Art
1. Introduce Pop Art as a vocabulary word.
2. Show students images and examples of Pop Art.
3. Explain to students that Pop Art is usually made up of representational art. Introduce this as a
vocabulary word.
iv. 5 minutes: Introduce Andy Warhol as a Pop Artist.
1. Explain that Andy Warhol is one of the most known Pop Artists.
2. Show examples of his work.
3. Explain that one thing he did frequently was creating portraits and self-portraits. Introduce
proportion as a vocabulary word.
4. Explain to students that, for their project, they will be creating a Pop Art-inspired self-portrait
using correct proportions of the face.
v. 8 minutes: Clean up!
b. Day 2
i. 10 minutes: Bellringer
ii. 20 minutes: Introduce facial proportions
1. Give each student a half piece of paper and instruct them to turn it vertically.
2. On the board, guide them into drawing a face using correct facial proportions. Instruct them to
label the measurements to the side. They will need to keep this paper as a reference guide for
their project.
iii. 10 minutes: Introduce Project
1. Explain to students that they will be creating a Pop Art-inspired self-portrait.
2. Show students student example.
3. Explain that students will have a color scheme for their background of only two colors. These
cannot be two random colors, however, They should be coplementary, analogous, warm, or
cool.
4. Explain that students will cut themselves a piece of cardboard that should at least be the size of
a normal piece of construction paper. It would be better if it is just a little bit bigger than that,
though.
5. Next, students will look through newspapers and magazines for clippings that represent
themselves or just that they like. They will glue these onto their cardboard and should cover up
the entire front surface of the cardboard.
6. Then, students will paint with the two colors they have chosen over the clippings. They should
paint the entire front piece of cardboard.
7. Next, the students will look at a picture of themselves and draw themselves with a pencil with
correct facial proportions BIG on an 8.5" x 11" piece of white computer paper. Remind students
to draw as big as they can.
8. Then, they will trace their lines with a black pen or a small-tipped Sharpie.
9. Next, they will cut out their self-portrait and glue it onto their cardboard.
10. Lastly, they will cut out letters from magazines to spell their name and glue these above their
self-portrait.
11. There is no reason the self-portrait itself should have paint on it.
paint the entire front piece of cardboard.
12. Briefly go over the rubric for the project.
13. If time allows, students may go ahead and get their cardboard ready.
v. 8 minutes: Clean up!
c. Day 3
i. 10 minutes: Bellringer
ii. 30 minutes: Begin Project
1. Students should begin their project by getting a piece of cardboard and putting their name on
the back of it.
2. Next, they will cut out newspaper and magazine clippings to glue all over their piece of
cardboard.
3. If time allows, they can go ahead and choose two colors of a color scheme to paint over their
newspaper clippings.
iii. 8 minutes: Clean up!
d. Day 4
i. 10 minutes: Bellringer
ii. 30 minutes: Project Time
1. Students will begin today by painting over their clippings with the two colors they chose as a
color scheme.
2. If time allows, they may choose to go ahead and start drawing their self-portrait in pencil on an
8.5" x 11" piece of white computer paper.
iii. 8 minutes: Clean up!
e. Day 5
i. 10 minutes: Bellringer
ii. 30 minutes: Project Time
1. Students will begin drawing their self-portraits as BIG as they can in pencil on an 8.5" x 11"
piece of white computer paper.
2. Students should use the paper they drew facial proportions on as a guide.
3. Students will trace their pencil lines with a black pen or small-tipped Sharpie.
iii. 8 minutes: Clean up!
f. Day 6
i. 10 minutes: Bellringer
ii. 30 minutes: Project Time
1. Students will finish tracing their lines and will cut out their self-portrait and glue it onto their
piece of cardboard.
2. Lastly, they will cut out letters of their names from magazines and newspapers and glue their
name above their self-portrait.
3. Students may need an extra day or two to complete the project.
4. When students have completed the project, they should fill out a self-evaluation on their rubric
and turn it in.
iii. 8 minutes: Clean up!
VII. Evaluation
a. The meeting of objectives
i. Objective will be assessed by the students' finished projects: if they understood and were able to
complete it.
ii. Objectives will be assesed by the criteria addressed on the rubric and by the students' self-
evaluation.
iii. The students will be given a formative assessment on the principles of design at the end of the
unit.
VIII. Standards
a. National Art Standards
i. VA:Cn11.1.8. Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
ii. VA:Re7.1.8. Explain how a person's aesthetic choices are influenced by culture and environment
and impact the visual image that one conveys to others.
b. Mississippi Art Standards
i. Standard 8. Know that factors of culture, time, and place affect characteristics of works of art and
design.
ii. Standard 8a. Understand ways in which artists develop ideas.
iii. Standard 8b. Interpret possible meaning in works of art by analyzing the effect of cultural,
geographic, and historical perspectives that influence or give meaning to a work of art.
iv. Standard 12b. Identify a variety of different media and processes that have influenced the
history of art.
IX. Special Needs Accommodations
a. No special needs children should have a problem with this lesson. If so, I usually walk around the room and help anyone who seems to be having a problem.
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