Warhol and Pop Art
Students will recognize that frequently viewed images in repetition, altered in color, have an artistic expression or style.
OBJECTIVE
To have students recognize that frequently viewed images in repetition, altered in color, have an artistic expression or style.
To have students recognize that frequently viewed images in repetition, altered in color, have an artistic expression or style.
MATERIALS
images of the following Warhol paintings: Marilyn, Campbell's Soup Cans; images of several celebrities; black Sharpies, Sharpie color markers or Chroma paints; acetate or overhead projector sheets; construction paper; tag board
images of the following Warhol paintings: Marilyn, Campbell's Soup Cans; images of several celebrities; black Sharpies, Sharpie color markers or Chroma paints; acetate or overhead projector sheets; construction paper; tag board
SET UP AND PREPARE
1. Have students view the art gallery at warhol.org. Share images of the paintings Marilynand Campbell's Soup Cans. Ask students to note how the different color palettes of the same image make them feel. How does the change in color affect the image itself?
1. Have students view the art gallery at warhol.org. Share images of the paintings Marilynand Campbell's Soup Cans. Ask students to note how the different color palettes of the same image make them feel. How does the change in color affect the image itself?
Discuss if they think Warhol was using color in the same way the Fauvists did. Why or why not?
2. Browse the images of portraits that Warhol created. Have students pick one or two images that they like or dislike and explain why.
3. Have students look at Warhol's self-portraits. Do they see a connection to Picasso's cubist style or multiple views? Does Warhol show an influence of Fauvism in his colored portraits?
4. Teach students a little bit about Andy Warhol's life. Explain that Andy Warhol was a leader in pop art and culture. He is most famous for his ability to take the simple and common everyday item or image and raise it to fine art. He took the image of a Campbell's soup can and made it a statement.
He also worked with portraits and the idea of repetition and pattern in composition, creating an interest with composition of everyday items. He used color to almost blur the image, and to draw attention to the subject. He experimented with complementary colors by painting a cow's head purple and placing it on a yellow background to emphasize the cow.
As a noted graphic artist, Warhol had created several ads and marketing campaigns. He knew how to make a graphic work for marketing.
DIRECTIONS
1. Have images of several celebrities on hand. Suggestion: Use images that are in the public domain.
1. Have images of several celebrities on hand. Suggestion: Use images that are in the public domain.
2. Ask students to choose an image they would like to work with or to bring in a photo of themselves that is a head-and-shoulders style portrait.
3. Have students trace the image with a black Sharpie on acetate or overhead projector sheets. Have them do this four times to create a large square or a long line of the repeated images.
Discuss color theory and the various palettes available. Require students to use color schemes that are complementary, analogous, split complement and another of their choice (monochromatic, primary, secondary, tertiary, warm, or cool)
4. Have students plan what color goes where, thinking about the effect of, say, a yellow face with orange eyes and green accents. What would the feeling or message for the viewer be? Students should be aware their color choices and placements will elicit a response from the viewer.
5. Have students fill in the acetate or film with Sharpie color markers or Chroma paints, which are used in animation cell paintings.
6. When each tracing is complete, have students choose a color of construction paper or tagboard to frame each work as a mat. Place the clear painted or colored acetate on a white background to show the color. Have students arrange their four tracings in a pleasing composition (square or line), noting how the tracing and mat work next to other color schemes.
7. Display students' work. Discuss what the repetitive use of the image does to a portrait. Liken this to a sheet of stamps or other repetition of image-how does Warhol's style change the images when the colors are changed?
Ask students the following key questions:
How does the whole collection support the individual image?
How does the individual image support the whole of the grouping?
Why are we as artists using these portraits/faces to make a statement?
What statement is being made by Warhol? By student artists?
LESSON EXTENSION
1. Have students create silkscreen prints for T-shirts of their portraits
1. Have students create silkscreen prints for T-shirts of their portraits
2. You can also tie in these variations for additional projects:
Use images of Greek or Roman Gods and myths for outlines.
Use images of Egyptian gods for outlines.
Note: There are color associations for both Greek/Roman Gods and Egyptian Gods.
Current leaders of today, inventors, heroes, and influential people of the century are other possible themes.
Have students choose an object from their own everyday life and use it instead of a portrait. Generate a list to share in class (cell phones, flip flops, shoes, hats, iPads). Create digital images or outlines of these objects and adjust the images with Photoshop.
3. Have students work on fashion design projects. For this extension, they should research fashion and pop art.
Begin by viewing Gianni Versace's Evening gown (spring/summer 1991), which can be found on the Metropolitan Museum of Art's Heilbrunn Timeline of Art History atmetmuseum.org/toah/works-of-art/1993.52.4
Ask students the following key questions:
How does fashion become fine art?
How did Warhol influence other genres of creative expression?
How does this relate to Picasso and Matisse and their respective styles?
Would you wear clothing like the dress with Marilyn and James Dean on it?
Andy Warhol Biography for Kids
Andy Warhol
Andy Warhola was born in Pittsburgh, Pennsylvania in 1928. He was an American artist and a leader of the pop art movement of the 1960s.
When he was eight years old, Andy was sick in bed for several months, and his artistic mother gave him his first drawing lessons. He also read celebrity magazines and DC comic books. Growing up, he enjoyed movies. His mother bought him a camera, and he took up photography. He developed film in a makeshift darkroom in the basement. He took free art classes at the Carnegie Institute.
In 1949, he received a Bachelor of Fine Arts degree from Carnegie Institute for Technology (now Carnegie Mellon University). He moved to New York City to work as a commercial artist. This was when he dropped the “a” at the end of his last name. He did work for Columbia Records, Glamour magazine, Harper’s Bazaar, NBC, Tiffany’s, Vogue and others. He was one of the most successful commercial artists of the 1950s and won many awards.
He began to be interested in painting and the idea of “pop art” – paintings of mass-produced commercial goods. He made paintings of comic book characters, Campbell’s soup cans, Coca-Cola bottles, vacuum cleaners and hamburgers. He also used vivid colors to paint portraits of celebrities including Marilyn Monroe, Elizabeth Taylor, Mick Jagger and Mao Zedong. His work tried to remove the difference between fine art and the commercial art used for magazine illustrations, comic books, or ad campaigns. He developed a technique for projecting photographic images onto a silk screen to create repetitive designs.
Andy had many interests and tried many things. He had an ambition to become famous and wealthy. A friend described him as a workaholic. He created sculptures of hundreds of large-sized replicas of supermarket products including boxes of Brillo, Heinz Ketchup, Kellogg’s Cornflakes Boxes and Campbell’s Tomato Juice. He created hundreds of films. Some films had scripts and some were improvised. His works include Empire, The Chelsea Girls, and the Screen Tests. In 1968, Valerie Solanas, an actress in one of his films, shot Andy and Mario Amaya. Warhol was seriously wounded and barely survived. He never completely recovered from his injuries.
Andy had many interests and tried many things. He had an ambition to become famous and wealthy. A friend described him as a workaholic. He created sculptures of hundreds of large-sized replicas of supermarket products including boxes of Brillo, Heinz Ketchup, Kellogg’s Cornflakes Boxes and Campbell’s Tomato Juice. He created hundreds of films. Some films had scripts and some were improvised. His works include Empire, The Chelsea Girls, and the Screen Tests. In 1968, Valerie Solanas, an actress in one of his films, shot Andy and Mario Amaya. Warhol was seriously wounded and barely survived. He never completely recovered from his injuries.
Campbell’s Soup
As he grew older, he seemed to become more and more outlandish in his work and his personal appearance. He is famous for saying, “In the future, everyone will be famous for 15 minutes.” He died on February 22, 1987 of complications after gall bladder surgery.
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Marilyn Monroe and Jackie Kennedy
Andy Warhol 1928 - 1987
Andy Warhol was born on August 6, 1928 in Pittsburgh, Pennsylvania, USA.
He is most famous for being involved in the pop art movement and he was called the Prince of Pop.
When he was young he showed that he was very talented at drawing and painting.
He studied commercial art and when he was about 21 he went to New York and worked as an illustrator for some famous magazines like Vogue and Harpar's Bazaar.
In the 1960's Warhol decided to paint
daily objects that were mass produced
like Coke bottles and
Soup cans.
daily objects that were mass produced
like Coke bottles and
Soup cans.
He also started a place called The Factory which was an art studio where he used workers to mass produce prints and posters.
He also liked making silkscreen prints of famous people like Marilyn Monroe and Mick Jagger.
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Unusual facts about Andy Warhol
He loved cats and made many images of them.
He also made films and one was called Sleep which showed nothing but a man sleeping for six hours!
In 1968 he nearly died after being shot three times by a mad woman named Valerie Solanas.
He was a religious man and did volunteer work at homeless shelters.
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"Art is what you can get away with." Quote by Andy Warhol
He died in 1987 after a gall bladder operation.
If you want to see and learn more - see the Andy Warhol Museum where they have over 8,000 of his works.
Aesthetics Lesson 1: Introduction
This lesson explores three definitions for the word aesthetic and introduces this area of critical thinking to students. Through writing activities students understand how aesthetics relates to their own life and to art, architecture and design. Students follow a progression of thought and investigate their own experiences while building vocabulary.
Suggested Time Frame:
Activity: 20 minutes
PowerPoint, Part 1: 20 minutes
Activity: 30 minutes
PowerPoint, Part 1: 20 minutes
Activity: 30 minutes
Total Time: 1-1 ½ hours
Objectives:
- Students compare and contrast definitions for words frequently used in aesthetic dialogues
- Students decide upon best definitions for use in class dialogues to create a common understanding and language
- Students view a PowerPoint presentation introducing three definitions for aesthetics and how they apply to everyday life
- Students explore their own personal aesthetic through discussion and writing
Read more at warhol.org:http://www.warhol.org/education/resourceslessons/Aesthetics-Lesson-1--Introduction/#ixzz3beqjUrLg
Aesthetics Lesson 1: Introduction
This lesson explores three definitions for the word aesthetic and introduces this area of critical thinking to students. Through writing activities students understand how aesthetics relates to their own life and to art, architecture and design. Students follow a progression of thought and investigate their own experiences while building vocabulary.
Suggested Time Frame:
Activity: 20 minutes
PowerPoint, Part 1: 20 minutes
Activity: 30 minutes
PowerPoint, Part 1: 20 minutes
Activity: 30 minutes
Total Time: 1-1 ½ hours
Objectives:
- Students compare and contrast definitions for words frequently used in aesthetic dialogues
- Students decide upon best definitions for use in class dialogues to create a common understanding and language
- Students view a PowerPoint presentation introducing three definitions for aesthetics and how they apply to everyday life
- Students explore their own personal aesthetic through discussion and writing
Materials:
| Vocabulary Cards | Pencils | Digital Projector |
Warm-up Activity:
- Print out the vocabulary cards, one for each student. There should be at least two of each vocabulary word printed.
- Students write their own definition for the word.
- Students then work in groups with the person(s) who has the same word, sharing their definitions and then creating a group definition.
- Review the class definitions. Draw attention to how students use the same word differently and how meanings are nuanced through group discussion.
PowerPoint, Part 1:
Introduce the Three Definitions for Aesthetic using thePowerPoint presentation:
- A particular taste for, or approach to, what is pleasing to the senses—especially sight.
- A branch of philosophy dealing with the nature of art and beauty.
- A particular theory or conception of beauty or art.
Review:
Aesthesia (n.): the ability to feel or perceive (awake and feeling). To look at an artwork aesthetically is to perceive it with the senses—to be awake and to be aware of perceptions and feelings.
Anesthesia (n.): the inability to feel or perceive (asleep and non-feeling).
Aesthetic: when used as a noun means “that which appeals to the senses.” When used as an adjective, it describes anything that tends to enliven or invigorate or wake one up. Someone’s aesthetic (noun) has to do with his or her artistic judgment.Example: A designer with a rich aesthetic decorated the room in red velvet and gold furniture.
Class Discussion:
- What are some of the ways you use your senses and perceptions to make decisions?
- How do our decisions about what to buy, wear, or use, also impact our culture?
- How would you describe the aesthetic quality of your bedroom compared to that of your classroom at school? Think about all of the senses and the perceived qualities in the two rooms, such as: lighting, size, furniture (how that furniture functions), and the way you feel in each space.
Homework Activity
Draw a diagram or photograph a room in your house, a closet, or your locker. Describe it using detailed writing. Answer the following objective and subjective questions:
- When was this room/space created?
- Who used the room/space and for what purpose?
- What is in the room?
- What colors are in the room?
- What patterns or shapes are in the room?
- How is the room lit?
- What kind of feeling/mood do you have in this room?
- How does the room reflect aspects of your personality?
Warhol Education Rubrics
Click the Warhol Rubric headers below to reveal associated rubrics to which this lesson applies.
Critical Thinking
Aesthetics
Communication
Read more at warhol.org:http://www.warhol.org/education/resourceslessons/Aesthetics-Lesson-1--Introduction/#ixzz3beqwYjqD
COLLECTION ONLINE
http://www.guggenheim.org/new-york/collections/collection-online/artwork/14077
Thematic Unit: Cultural Wonders
LANGUAGE CONTENTS (K5. 1st. 2nd)
ORALIDAD:
La descripción de personas, animales y objetos.
LECTURA:
Las inferencias a partir de elementos icónicos y verbales.
ESCRITURA:
Los textos descriptivos incluyendo elementos paralingüísticos.
Functions
- Qualifying things.
- Locating objects and places.
Exponents
- It´s … - He is tall and fat.
- That is a big blue …
- Where´s the…?
- It´s on/under/ in…. - The … is …. Vocabulary - Colors.
- Sizes
-Physical characteristics
-Body parts.
- Prepositions.
OBJECTIVES: K5. 1st. 2nd
- To teach Ss how to make simple oral and written descriptions using paralinguistic elements.
Suggested Activities:
- Analyzing /creating advertisement.
-Memorizing songs and poems.
-Analyzing graffiti as a popular expression.
-‘Visits’ to the Andy Warhol’s online museum
-Describing paintings. -Completing file cards (artists/singer)
-Xos: taking pictures and “warholizing” them (online)
Thematic Unit: Cultural Wonders
Contenidos Curriculares:
Área del Conocimiento Artístico.
Artes Visuales: El Lenguaje publicitario.
Las tendencias artísticas actuales: arte contemporáneo y posmoderno.
Arte Universal: Andy Warhol.
Música: La música popular contemporánea:
Rock/pop. Thematic Unit: Cultural Wonders
LANGUAGE CONTENTS (3rd. 4th)
ORALIDAD:
La memorización de canciones.
La comunicación oral de distintas temáticas empleando vocabulario específico.
LECTURA: Las fábulas, poemas y rimas. Las letras de las canciones.
ESCRITURA:
Las fichas temáticas con apoyo icónico.
Functions
- Communicating ideas using connectors.
- Making comparisons. Exponents
- I like … but I don´t like ….
- I like ….and ….. - It´s …. because…. - …. is as…. as…
- The …. is smaller than….
- It´s more… Vocabulary
- Vocabulary related to the song.
- Places
- Adverbs
- Adjectives (depending on the comparisons)
Thematic Unit: Cultural Wonders
LANGUAGE CONTENTS (K5. 1st. 2nd)
ORALIDAD:
La descripción de personas, animales y objetos.
LECTURA:
Las inferencias a partir de elementos icónicos y verbales.
ESCRITURA:
Los textos descriptivos incluyendo elementos paralingüísticos.
LANGUAGE CONTENTS (5th. 6th) ORALIDAD:
Los mitos y las leyendas pertenecientes a la lengua meta.
Los proverbios y refranes ligados a la cultura de la lengua meta.
Las variedades dialectales y sus relaciones con la lengua estándar.
LECTURA:
Las biografías. Los argumentos en textos publicitarios.
ESCRITURA:
Las opiniones en la recomendación de libros, videos, películas y espectáculos.
Functions
- Comparing quality.
- Giving opinions based on facts.
Exponents
-This is the best/worse.
- The… is better/worse than…
- The …. is as… as… - I think …
- In my opinion….
-I hate…
Vocabulary
- Better/Best; Worse/worst.
- Adjectives/adverbs.
- Hobbies/Sports/Countries/Music - Art/Paintings/Authors
http://www.biography.com/people/andy-warhol-9523875
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