Lesson Plan – Pop Art

LESSON PLAN for 8F carbonated water Art Roy Lichtenstein P4&5 CLASS 8F escort 07/06/12 LEARNING OBJECTIVE/S * To create a maculation of pop art in the style of Roy Lichtenstein. * To be equal to date what pop art is and recall information almost Roy Lichtenstein. * To be able to make positive comments on your own and others institute to boost authorisation and self-esteem. EXTENSION TASK Begin to create your own piece of Pop Art representing manything you enjoy or a person you idolise.Success Criteria * Students will be able to show a basic attempt at producing a piece of hold up with some similarity to the original (Level 4) * Students will be able to show a satisfactory attempt at the assign with good similarity to the original and appropriate choice of colour and technique (Level 5) * Students will show a strong attempt at the t beg with strong similarity and technique. A personal touch may be applied to the end product to improve its appearance. Level 6) RESOURCES needed * PowerPoint on Roy Lichtenstein and his Pop Art (True or sullen quiz for starter) * fair boards, pens, board rubbers * Working SmartBoard and remote * 3 assigns of colour images of Roy Lichtensteins work for doctorence * Pre-outlined images on cartridge paper plus photocopies for other students. * battleground cartridge paper * Pencils, felt tips, rubbers, scissors (+2 left pass pairs for AB and JC) * Coloured paper LESSON OUTLINE Structure Groupings ActivitiesStarter(10 15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 stop lesson)1st part(5 mins)MainPlenary (20 mins at end of lesson) Whole ClassWhole ClassIndividual workWhole ClassWhole shed light onIndividual workingWhole class True or false fact quiz on Roy Lichtenstein and Pop Art. Ask students to write their get along on their whiteboard and hold up in the air when prompted to compare with from each one other. Ask students to recall a fact for a merit. When starter accomplished take up LSA to colle ct equipment to avoid distraction during explanation of main task.Put pictures of Roy Lichtensteins work up on the board and ask students to tell me what is antithetic about these pieces (composed of dots and lines). What do they give care about them? What dont they like? Discuss as a group. Show students example piece (created by me) to show what their end product may look like. Explain equipment apply 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. cleft outlines to students but wrangle 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. concenter on SB and AB to manipulate they are feeling confident(p) and are aware of what they need to do. Monitor approaches and understanding by allowing students to discuss ideas. Line all students up and allow condemnation for quick commode break Ask students if they prevail any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra duration with SB and AB to ensure focus. Check on BE, CA and SS to make sure they are rest focussed on the task. If any students are near completion, explain wing task. Bring focus back to front of the class by communicate students to come up in twos and bunk 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 elses 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/ distinctionWhere does diff. occur? What learning, and w hom, will be assessed? Differentiation will take perspective in a number of ways throughout the lesson * Teacher and TA interaction with pupils helping those who are finding the work difficult, asking consultation 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 ass 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 exclusively 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. * Re fer back to the facts learned at the commence of the lesson 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. * take in charge any behavioural issues if they occur without disruption to the rest of the class. * Discuss the refreshful technique with students and how they are finding it.