Pop Art Sculpture
Submitted by: Stephanie Shafer, Lakota West High School, West Chester, Ohio
UNIT: Pop Art Sculpture - Visual Puns - 3D Studio
Lesson: Visual Puns - Paper Maché Sculpture
Grade Level: High school (adaptable to middle school)
PROBLEM:
Create a larger than life sculpture that is based on a visual pun or play on words and is inspired by the Pop Art Movement.
OBJECTIVES:
Interpret a phrase or word in 3-D making a visual pun - play on words.
Create an armature and construct paper maché sculpture
Exhibit craftsmanship in papier maché and painting
Learn about Pop Art Movement.
MATERIALS:
1. Paper Mache
built over wire, crushed paper or cardboard armature - Wheat Paste
2. Masking Tape- corrugated cardboard - Optional: Aluminum Foil
3. Lots of Newspaper! (Optional: White Newsprintfor final layer)
4. Acrylic Paint and Brushes, and Gesso
- corrugated cardboard - Optional: 
Grandfather Clock Church Mouse Turtle Sundae
Click images for larger views
RESOURCES: Visual Puns Links Page
REQUIREMENTS:
Minimum is larger than life size and no smaller than 10 x 10 x 10 in any direction.
Maximum size is questionable. (make arrangements with instructor)
Added Material - Add something interesting to your piece to make it stand out!
You must be able to finish your end product in an accomplished, expressive, and neatly executed manner.
SUBJECT:
A visual pun or play on words. For example; butter fly (butter with wings)
Your final product may be:
Humorous
Allegorical (a symbolic representation, a pictorial device in which objects stand for abstract ideas, principles, or forces, so that the literal sense has or suggests a parallel, deeper meaning)
Metaphorical (one thing conceived as representing another; a symbol, a figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison, as in "a sea of troubles")
A visual oxymoron (A pictorial contradiction-a lead balloon, clear as mud)
Self-Contradictory
A Parody (artistic work that imitates the style of an author or a work for comic effect or ridicule, intentional mockery)
ASSIGNMENTS:
Brainstorm and list 12 ideas that could be used as a visual pun. Feel free to do more than 12 ideas. Get help from your family and friends!
Take 3 of these ideas of what you might do for your assignment and create a thumb nail sketch of each.
DUE: _______________________Take the design that works best and elaborate on it. Draw it to exact proportion with detail included.
DUE: _______________________
PROCEDURES:
Construct armature with cardboard, wire, wire screening - secure with masking tape. Aluminum foil can be added for details and for smoothing over surface.
Apply at least two layers of newspaper paper maché - final layer can be white newsprint to make painting easier.
Allow to dry - paint with acrylics
Write a reflection piece - have class critique. How successful is your message?
POP ART VOCABULARY:
Pop Art |
Roy Lichtenstein |
Paper Mache |
Brainstorm Handout:
POP ART BRAINSTORM/SKETCHES
NAME ______________________________ 3D-Studio
PER_________ DUE: ____________________
Brainstorm Ideas.
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
Pick 3 ideas from your brainstorm and create thumbnail sketches of each.
1.______________________________________ 2.______________________________________
3.______________________________________ Extra___________________________________
Which design do you feel is the most successful? Why?
Final Sketch Handout:
POP ART FINAL SKETCH
NAME_______________________ 3D-Studio PER_______ Due Date_____
Final Sketch: (25pts.) From the 3 thumb nail sketches, choose one for your Pop Art Project. Make sure you include the following:
At least 2 different views
Color
References
Sizes (at least 10x10x10)
Added materials:
List materials you will need to build your armature
1.
2.
3.
4.
5.
Rubric: (adapted from Marianne Galyk
Assessment Rubric |
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Student Name: |
Class Period: |
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Assignment: Visual Pun Papier Maché - Pop Art |
Date Completed: |
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Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. |
Excellent |
Good |
Average |
Needs Improvement |
Rate Yourself |
Teacher's Rating |
|
Criteria 1 – Planning brainstorm sheets and sketches |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 2 – Building armature and paper mache |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 3 – Painting - color plan |
10 |
9 – 8 |
7 |
6 or less |
|||
Criteria 4 – Effort: took time to develop idea & complete project? (Didn't rush.) Good use of class time? |
10 |
9 – 8 |
7 |
6 or less |
|||
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? |
10 |
9 – 8 |
7 |
6 or less |
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|
Total: 50 (possible points) |
Grade: |
Your Total |
Teacher Total |
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Student Comments:
Teacher Comments:
National Standards:
1. Understanding and applying media, techniques, and processes |
2. Using knowledge of structures and functions |
3. Choosing and evaluating a range of subject matter, symbols, and ideas |
4. Understanding the visual arts in relation to history and cultures (history - Pop Art - 1960s) |
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others |
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. |
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. |
Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture. |
Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art. |
Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works. |
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. |
Students evaluate the effectiveness of artworks in terms of organizational structures and functions. |
Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. |
Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places. |
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts. |
|
Students create artworks that use organizational principles and functions to solve specific visual arts problems. |
|
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making. |
Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. |
