Lesson Plan – Pop Art

LESSON PLAN for 8F: Pop Art – Roy Lichtenstein P4&5| CLASS: 8F| DATE: 07/06/12| LEARNING OBJECTIVE/S: * To create a piece of pop art in the style of Roy Lichtenstein. * To be able to understand what pop art is and recall information about Roy Lichtenstein. * To be able to make positive comments on your own and others work to boost confidence and self-esteem. EXTENSION TASK: Begin to create your own piece of Pop Art representing something you enjoy or a person you idolise.Success Criteria: * Students will be able to show a basic attempt at producing a piece of work with some similarity to the original (Level 4) * Students will be able to show a satisfactory attempt at the task with good similarity to the original and appropriate choice of colour and technique (Level 5) * Students will show a strong attempt at the task with strong similarity and technique. A personal touch may be applied to the end product to improve it’s appearance. Level 6)| RESOURCES REQUIRED * PowerPo int on Roy Lichtenstein and his Pop Art (True or false quiz for starter) * White boards, pens, board rubbers * Working SmartBoard and remote * 3 sets of colour images of Roy Lichtenstein’s work for reference * Pre-outlined images on cartridge paper plus photocopies for other students. * Plain cartridge paper * Pencils, felt tips, rubbers, scissors (+2 left handed pairs for AB and JC) * Coloured paper| LESSON OUTLINE:| Structure| Groupings| Activities|Starter(10 – 15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 period lesson)1st part(5 mins)MainPlenary (20 mins at end of lesson)| Whole ClassWhole ClassIndividual workWhole ClassWhole classIndividual workingWhole class| True or false fact quiz on Roy Lichtenstein and Pop Art. Ask students to write their answer on their whiteboard and hold up in the air when prompted to compare with each other. Ask students to recall a fact for a merit. When starter completed ask LSA to collect equipment to avoid distraction du ring explanation of main task.Put pictures of Roy Lichtenstein’s work up on the board and ask students to tell me what is different about these pieces (composed of dots and lines). What do they like about them? What don’t they like? Discuss as a group. Show students example piece (created by me) to show what their end product may look like. Explain equipment used and techniques, varying ways to approach and variants in colour. Refer back to work on Andy Warhol and how the use of colour is reflective in the overall product. Offer outlines to students but discuss how to approach completing task from scratch also.Remind students to refer to colour copies for inspiration Answer any questions, begin task. Circulate the room, ask LSA to do this also so that any questions can be answered. Focus on SB and AB to ensure they are feeling confident and are aware of what they need to do. Monitor approaches and understanding by allowing students to discuss ideas. Line all students u p and allow time for quick toilet break Ask students if they have any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra time with SB and AB to ensure focus. Check on BE, CA and SS to make sure they are remaining focussed on the task. If any students are near completion, explain extension task. Bring focus back to front of the class by asking students to come up in twos and place their art work on the board in an exhibition for reviewing. Once all pieces up, ask the class to walk around and decide one thing they like about someone else’s work on the board. Once seated, ask each student to share their compliment with the rest of the class.Ask students if they can recall a fact from our earlier PowerPoint and finish by asking for a thumbs up/middle/down approach to the task they completed today. | ASSESSMENT/DIFFERENTIATION:Where does diff. occur? What learning, and whom, will be assessed? Differentiation will take pl ace in a number of ways throughout the lesson: * Teacher and TA interaction with pupils – helping those who are finding the work difficult, asking extension questions to more able pupils. * Teacher to take in to account some short term memory issues within the group and allow time to recall facts with hints where needed. Pre-drawn outlines for all students to access if they feel unable to complete a piece from scratch which several members will. Assessment will take place informally with the teacher noting how well the students can complete the task, and more formally through peer and self assessment. | Strategies to ensure effective learning takes place: * Ensure all students are aware of and understand the task in hand by asking the class on a whole and then walking around the room (LSA also) once the task is set to answer any questions one on one. Make sure students have correct equipment available for the task. * Refer back to the facts learned at the beginning of the les son by offering merits as reward for recollection of facts. * Allow time at the end of the lesson to see how students felt overall about the task. * Tackle any behavioural issues if they occur without disruption to the rest of the class. * Discuss the new technique with students and how they are finding it. |