Grade 2

Playing with Color

Taylor Swift - Speak Now After looking and discussing artworks of artist Peter Max, students will discuss and question what makes an icon, and identify popular culture. They will also identify the types of color and shapes used in Maxs artwork. Students will draw, and paint a portrait of the statue of liberty on a transparency, and layer it over an abstract background of vibrant and opaque colors and shapes using markers. Being able to identify and question popular culture requires students to take a step back and think critically about the society they live in. Discovering the differences of celebrities and symbols makes students more aware about their culture. In many of Peter Maxs artworks, he deals with pop culture icons, and uses the colors he feels to portray them.

Peace Sign

Artists/Artworks/Artifacts Peter Max Muhammad Ali I Ver. 1 #3 Love Taylor Swift - Speak Now Peace Sign Donald Duck Disney Suite

People, products, and ideas can make it into popular culture. Popular culture and icons influences our society. Popular culture reflects in our day to day lives, and sets the tone for our society as a whole. Color can express mood and emotion What is the difference between celebrities and symbols? How do you define popular culture? What are our resources for popular culture? How does popular culture influence our American society? How does it effect our values, beliefs, and opinions? How can different colors express a mood or emotion? ________________________________________________________________________ P.A Standards: 9.1 Arts and Humanities 9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Students will view several artworks from Peter Max and identify the different elements and principles used. These elements and principles will reflect in their own work. 9.1.3.C: Recognize and use fundamental vocabulary within each of the arts forms. Students will be using the appropriate terms to describe the works of Peter Max 9.1.3.D: Use knowledge of varied styles within each art form through a performance or exhibition of unique work. Students will create an artwork that demonstrates the style of a specific artist, such as peter Maxs uses of flat color and organic shapes. 9.2 Historical and Cultural Contexts 9.2.3.D: Analyze a work of art from its historical and cultural perspective. Students will be questioning icons and pop culture through the artwork of Peter Max

1.6 Speaking and Listening 1.6.2.A: Listen actively and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. Through a teacher led discussion, students will discuss icons and popular culture. Interdisciplinary Connections Throughout this lesson students will be speaking and listening during the presentation portion of the lesson. They are encouraged and will be assessed on their ability to listen to their peers, as well think of different ideas of the overall idea of popular culture. _______________________________________________________________________ Throughout this lesson students will: Knowledge: Identify different artworks of Peter Max through a power point presentation to become exposed to his ideas, styles, and concepts in art. Tell the differences of geometric, organic, and fancy shapes and focus in on organic shapes for their final artwork. Cite the vocabulary of opaque or flat and transparent colors as well as warm/cool colors to further develop the students understanding of color theory. Tell, list, and choose different ideas of icons, and popular culture through discussion and a word web led by the teacher to give a students a further and clearer understanding of the ideas. Skills: Handle and use markers, paper, and transparencies to create a unifying composition. Manipulate and use different organic shapes and lines. Mix white to make tints using paint, to color in the transparency of the statue of liberty. Dispositions: Use and choose different colors and organic shapes/lines that the students feel would best convey their composition. Pick a color for the painting of the statue of liberty to express mood. Use appropriate language and behavior to show respect for others and their ideas when discussing different ideas of popular culture along with identifying elements in the show artwork. Use and care for materials and the room by using them as intended and returning materials to the locations where they belong in good condition to demonstrate their ability to be part of an art community.

Pre-assessment: Student will participate in a word-web discussion of the different ideas of popular culture. Formative Assessment I will observe students while they are working to see if they are on task and using classroom materials correctly. I will also be available for students who may need extra help. Summative Assessment At the end of the lesson a short quiz/self assessment will be handed out. (see attached) A rubric completed by the teacher will serve as summative assessment. (see attached) Day 1 Motivation/Hook - As students settle down in their seats, I will introduce and explain artist Peter Max. I will begin a slideshow showing his different works. As we are viewing I will ask students: 1. What kinds of colors do you notice? 2. What kinds of shapes do you notice? - I will explain that Peter Max uses flat or opaque colors as opposed to transparent colors. He uses bright and vibrant colors, and emphasizes organic shapes and lines that looks like they are radiating from the subject. - I will begin showing slides of work that has celebrity/icons/pop culture as the subject matter. I will explain that Peter Max gets inspired from popular culture, and incorporates it into his work. As we are viewing I will ask the students: 1. Can you name the subject in his art? Do you think many people know who (daffy duck) is? What does the word popular mean? 2. How can someone become a part of popular culture? I will also start to begin a word web on the white board. I will ask the students if they can name other celebrities, icons, or other forms of popular culture. - As I write the answers students are calling out, I will go into further detail of popular culture. - I will ask students; 3. Where do you find popular culture? Books, t.v, magazines, internet? - For the last slide I will show an artwork that depicts the statue of liberty, and briefly talk about what is portrayed.

Development - As we wrap up the discussion, I will explain our project and how we will be working with the statue of liberty just like Peter Max did. I will have helpers get paper and markers needed for the first part. - I will have students gather for a demo, and explain how we will be doing the project. 1. Fold the paper hot dog, and hamburger ways to find the middle of the paper. I will explain that we will be working from the middle out to make it look like the shapes are radiating, an effect that Max often uses. 2. Demo how to draw curvy lines in opposite corners. 3. Demo organic shapes in the other corners. After the demonstration, I will have the class do the drawings together while I draw on the board so everyone is at the same pace, and I can further assess students who need help. - Students may go back to work on the drawing portion. Once they are done using pencil, they go back and trace with sharpie, and erase all left over pencil lines. When majority of the class is finished, I will have the class gather for another demo on how to color. 4. Demo how to color in using markers. Stress that we are using flat or opaque colors, as well as different vibrant colors. 5. Explain that all white spaces must be colored in, even the background. 6. Go over all lines, and outline with a sharpie. Culmination/Close - Students may work for the rest of the period. At the minimum they should have their pencil drawings in. - Student helpers will put away all materials neatly and quietly. Day 2 Motivation - As soon as students settle in I will have a small review of what we did the previous class. The helpers gather the materials needed. Development - Before students begin, I have the class gather for a review demonstration. This will help the students refresh their memories and get the students started. - Students will utilize this class as studio time. They have the rest of the class to finish up their backgrounds, and if they finish early they may help someone at their table. Students are reminded to take to their time with art as to do a good job.

Culmination/Close - Students will have the rest of the period to work. - Helpers will put away materials neatly and quietly. Day 3 Motivation I will introduce the second part of the lesson which will be drawing the portrait of the statue of liberty. Development - I will do a demo of how to draw portraits. I will explain that first they will be doing a practice sketch first. I will have copies of pictures of the bust for the students. 1. Fold the paper two hamburgers. (to help the students find the middle of the paper) 2. Trace the egg shape onto the middle. 3. Make two stretched out Us for the hair line. 4. Draw football eyes 5. Straight lines for the nose. waves or three us for the nostrils 6. mouth with lips *the teacher will also have an example drawing on the board Second demonstration of the drawing; 1. Curve lines for the hair 2. Double line eyebrows 3. Circle for the pupil. (not directly in the center of eye) Ask students to close their eyes, and picture the statue of liberty in their head. Ask what is the feature or what part of her stands out the most. See if they say the crown, or the torch. 4. double line for the crown. upside-down Us for the arches. (have students turn upside down, if they wish) Explain why the statue has 7 points on the crown. (for the seven continents) 5. Ask the students to raise their hand and name one continent. 6. Draw ears on the side of the head 7. hill and valley lines for wavy hair *the teacher will also have an example drawing on the board Culmination/Close - If any students did not finish they may do so next class. - Student helpers will put away all materials neatly and quietly.

Day 5 Motivation - As soon as students settle in I will have the helpers gather the materials needed. I will review the instructions of the previous day for students who have not finished. - I will have a few slides up of Peter Max, and I will ask the students; 1. What kind of emotion do you feel when you look at this? Does it feel happy, sad, or exciting? - I will also do a demo, for the tinting and painting part of the lesson. Development - I will have the poster of different works of Peter Max up for students to use as a reference. - Before I start mixing I will ask the students 1. Do you remember what kinds of colors that Peter Max used? 2. Do you have any ideas on how to make a color lighter? - After a few answers, I will explain that mixing white will create a lighter color. I will demo; 3. The appropriate amount of paint to use, and how to mix using a popsicle stick. 4. How to handle the paint brush. Explain brush strokes, and what not to do. 5. What kinds of colors they could use. Reinforce that they do not have to be realistic but rather to pick a color to express a different kind of mood. 6. How to paint evenly on the transparency, and in the lines. 7. The process of putting the wet painting into the drying rack. 8. Remind them how color can express mood, and can be apart of their painting. - I will instruct students to write a kind of emotion on their folder to help pick a color. - I will have students go back to their tables. I will call one table up at a time, and pour two paints. One, the color of the students choice, and the other white. - Students will have the rest of the period for studio time. As they are working I will be walking around the room assisting, and helping students who may need extra help. I will also be sure that all students are staying on task. Culmination/Close - If students finish they can raise their hand and go over to the drying rack. When paintings are dry, the teacher will staple the colored background and transparency together. - All students will throw away the used paints, and place used paint brushes into the sink. Buckets of water will be available for any messy hands. A sponge will also be available for any messy tables. - Students will complete a short quiz created by the teacher. (see attached)

Modifications: Visual/Hearing Impairments For students with visual/hearing impairments, I will make sure that the student is seated at the front of the room during the slide show and discussion. For the demonstrations, I will have the student stand beside me, to see/hear everything that I am doing. I can also provide a checklist for all students of the directions to refer back to. Students in a wheel chair For students in a wheel chair, I will prepare extra steps to make sure that all materials needed are at counter height. I will include one bucket of water at a desk height, that can be accessible for the student. I can also make sure that there is a level on the drying rack that will be easiest to access. ADD/ADHD For students with ADD/ADHD, I can incorporate more movement into the classroom. For the discussion portion on the lesson in the beginning, I can have students come up to the board and write down their answers to provide more movement/activity. I can also have students rotate a helper after each demonstration to ensure that all students will have an opportunity to walk, rather than one designated helper. Teacher Research/Preparation Supplies List: 9x9 pieces of white paper 9x9 transparency sheets Tropical crayola markers Black Sharpies Tempura Paint Vocabulary: Popular Culture - arts, artifacts, entertainment, fads, beliefs and values that are shared by large segments of society. Icon - a sign or representation that stands for its object by virtue of a resemblance or analogy to it. Celebrity- a famous or well known person Symbol - something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign. Opaque - Something that cannot be seen through; the opposite of transparent, although something through which some light passes would be described as translucent. Tint - A soft and light color one to which white has been added Organic - An irregular shape, or one that might be found in nature, rather than a regular mechanical shape.

Instructional Resources http://www.stars21.com/arts/art_dictionary.html http://www.princetonol.com/groups/iad/lessons/elem/selfport.htm http://www.americanfineartgallery.com/artists/max/max_bio.html http://www.petermax.com/

Name ____________________
Where are some places to find popular culture? A. T.V B. Internet C. Magazines D. All of the above

What was the name of the celebrity that was in Peter Maxs work? __________________

What kinds of shapes were used in the background of your artwork? A. Organic shapes B. Geometric shapes Heavy and bold colors with NO value are called: A. See-through B. Flat C. Primary D. Analougus When you add white to a color it is called: A. Tint B. Shade BONUS: Can you name another source to find popular culture?