ART Value and Drawing: Stage 1 Desired Results

Established Goals

Students will:
- Create a value scale
using at least 4 values
of gray
-explain characteristic
of the Pop art
movement
-explore the photo
editing program Pixlr
-take digital photos and
manipulate them using
effects
-create an enlarge
replica of their
manipulated image
through the gridding
process
-Create a image that
uses a grayscale that
has been previously
manipulated in an
online program

TRANSFER GOAL
Students will be able to create many values and become familiar with photo editing.
Students will explore the connection between technology and the pop art movement and through
painting and technological mediums.

MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 Value creates interest and space within an artwork.

Q 1 What are characteristics of the pop art

movement?

U2 To create successful value scales they will need to

explore mixing colours and the addition and subtraction of
white.

Q2 How are images reduced in pop art?

Q3 In what ways does technology mimic pop art?

U3 Personal interest and portraiture can be used to create

stimulating images

Q4 Can representational art and technology be used

together?

U4 technology can be used to create visual effects

U5 Technology can be used to change the intended effects
of an image.

Q5 What can we learn from studying other artists

work?
Q6 What does the work of pop artist remind you of?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

Grade 7

Grade 7

[Drawings] Investigate B: Value in drawing is affected by

the qualities of surfaces and the qualities of light.

[Drawings] Communicate A: Mood or emotion in an

image can be affected by the balance of values and the
quality of lines.

[Compositions] Component 1 B: Colour schemes create

certain moods in images
[Compositions] Component 1 C: Colour schemes direct
attention.
[Encounters] Impact of Images C: The ways people
generate visual works can be influenced by a number of
factors.

[Drawings] Articulate and Evaluate C: Identifying and

discussing ones problems in drawing and composing
images is part of learning to talk about art.

Grade 8

Grade 8

[Drawings] Investigate F: The principles of repetition or

emphasis can be applied to achieve unity in twodimensional works.

[Drawings] Articulate and Evaluate A: Identifying and

describing techniques and media is part of learning to
talk about art.

[Drawings] Investigate E: Proportion can be analyzed by

using a basic unit of a subject as a measuring tool.

[Drawings] Articulate and Evaluate C: Discussing the

most appealing or favorite part of a students own
work is part of learning to talk about art.

[Compositions] Organizations B: Mood in composition can

be affected by the selection of various colour schemes such
as intense, aggressive schemes or harmonious, pastel
schemes.

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms
of - Critique

Assessment Evidence
Students will need to show their learning by: Showcasing their paintings in a final critique and
explain the elements involved.

Participation

Transfer Task:

Exit Slips

The students will show their learning through the development of skills in the completion of a value scale and
manipulation of a digital image. Their final project will require them to apply their learning of value, photo
manipulation, enlarging an image and pop art to create a painting that explores all of these aspects.

Completion of 3 assignments
Critique
Rubric of assignments

Rationale:
In todays world we are constantly being exposed to visual information and the use of
technology. Students are surrounded by technology whether it is through their phones, internet,
computers, etc and it is important to provide them with tools to engage in this activity. As they build
their technological skills, they have a greater understanding of the world around them and they can
actively participate in the visual world we live in. Students at this age will have had limited experience
with technology, especially when it is being used as a tool to create works of art. With these students
being so young it provides the opportunity to allow them to explore technology as a tool before they
develop a stigma towards it. Also this unit allows for students to have a high interest in the image that
they are creating, since they have the freedom to choose whatever image they desire as well as allowing
the teacher to see what the students are interested in.
Unit Summary:
This unit focuses on giving students the knowledge and skills that are necessary for the
completion of their final project. Each lesson will build upon each other and explore students
understandings of value, technology, and finally creating an end product that combines them both.
Background in the Pop Art movement will be used to make connections between the simplification of
images, flattening of images, and styles of artists. This will allow students to explore examples of the
final project as well as draw inspiration form artists working in a similar style. This unit can be further
expanded to silk screening and can become an introduction to the silk screen process. The conceptual
domain of learning will be explored through students exploration of pop art and the connections they
will draw between this movement and their own works. Each lesson will focus on the psychomotor
domain of learning as students will constantly be developing their skills through hands of activities and
through their experimentation with an online computer editing program. It is important to develop
students art language and they will be given many opportunities to talk critically about artwork, their
own and others, in discussion and in a written rationale.
Lesson 1 Summary:
In this lesson students will be creating a grayscale in preparation for their final project. Students
will begin to explore the Pop art movement and specifically the work of Andy Warhol. Discussion will
examine characteristics of the Pop Art movement and the ways in which they tried to elevate popular
culture to the level of fine art. Examples of Andy Warhol will be used to reinforce the movement and
encourage students to begin to characterize these images. They will be introduced to the final project
and begin to explore values within a grayscale. After students have successfully created a grayscale they
will complete an exit slip that reinforces their learning of pop art and the difficulties they may have had
to overcome in creating a grayscale.
Lesson 2 Summary:
Students will be exposed to photo manipulation and being to explore the online program Pixlr.
Through this activity they are required to upload, resize, and manipulate an image in preparation for

their final project. They will use their previous knowledge of grayscales to convert images into shapes of
gray. This will allow them to visually see how their final project will come together as well as begin to
explore images more critically. They will experiment with image manipulation and develop an
understanding of how an artists chosen medium will allow for certain intended effects.
Lesson 3 Summary:
In this final lesson, Students will observe examples that reflect their final project. This lesson will
focus on students developing their own final product. They are require to find (or take) an image that
they can upload to Pixlr and manipulate it into simplified shapes of gray. Students will create an image
with at least 4 values. Students will then print off their image and place a grid on it. From this students
will be able to produce a replica on a larger scale. They will apply their knowledge from previous lessons
to their final project. They are required to complete a rationale explaining the content of their image,
the values depicted, and their choice of a single colour.
Method of Evaluation (Including Differentiation):
Much of the evaluation will focus on observation, participation within group discussion and the
completed project. This will not only encourage students to begin to talk about art but it will also allow
for formative assessment. The final project will be evaluated based on a rubric that explores students
demonstration of their understanding of monochromatic colour scheme; 4 values in all. Craftsmanship,
creative expression, and critical thinking within a critique will be the focus. Students with varying
abilities will have the opportunity to create a slightly different final project. For those who have difficult,
they will be given the opportunity to explore all 4 value of grey or they may choose to add only 2-3
values. Some students may fall within an upper level of art and they will need to show more than 4
values. This will encourage them to test their abilities and keep the final project challenging. Because
students will be working individually they are able to work based on their own abilities yet complete the
same end product.

Lesson 1: Experimenting with Value

GLOs 7
-

[Drawings] Investigate Students will select and identify line, value and texture in the natural
and man-made environment for image making.
[Drawings] Articulate and Evaluate Students will learn to use the basic vocabulary of art
criticism in descriptions of their work.
[Encounters] Impact of Images Students will search for contemporary evidence relating to
themes studied.

GLOs 8
-

[Drawings] Articulate and Evaluate Students will use the vocabulary of art criticism to develop
a positive analysis of their work.

SLOs 7
-

[Drawings] Investigate B: Value in drawing is affected by the qualities of surfaces and the
qualities of light.
[Drawings] Articulate and Evaluate C: Discussing the most appealing or favorite part of a
students own work is part of learning to talk about art.
[Encounters] Impact of Images C: The ways people generate visual works can be influenced by a
number of factors.

SLOs 8
-

[Drawings] Articulate and Evaluate A: Identifying and describing techniques and media is part
of learning to talk about art.
[Drawings] Articulate and Evaluate C: Discussing the most appealing or favorite part of a
students own work is part of learning to talk about art.

Learning Objectives: Students will:

1.
2.
3.
4.

Analyze the works of Andy Warhol and the Pop Art movement
Explain the Pop art style using vocabulary to talk about art
Create a gray scale in both pencil and acrylic paint
Explore value within a grayscale

Resources Consulted:

Alberta Education Junior High School Fine Arts Program of Study

Pop Art Any Warhol
Roy Lichtenstein

Peter Max

Materials:

White blank paper

Black and White paint
Paintbrushes
Water containers
Exit Slips

Teaching Strategies:
Lecture, hands-on painting, examples, and class discussion
Introduction:

- As a class we will discuss the Pop art movement and I will

introduce the final project that will come out of it.
- How many people have seen this image before?
- Pop artists wanted to create visually vivid, entertaining,
images generally of famous people. Their goal was to reintroduce
identifiable imagery, this was generally things drawn from mass
media and popular culture. They celebrated commonplace objects
and people of everyday life, in this way seeking to elevate popular
culture to the level of fine art, essentially they aimed to blur the
boundaries between high and low culture.
- The artist Andy Warhol is the most common name
associated with this movement, he was a highly successful magazine illustrator and graphic
designer. Any Warhol made the whole idea of fame more famous and he turned the idea of a
celebrity portrait into an art form. Treating already familiar images of celebrities in artistic and
interesting ways, Warhol, Peter Max and numerous artists have showed us new ways to present
our favorite celebrities as art.
How could you describe this image? What do you notice about the imagery? How does this
expose the Pop Art movement?
Liz, Andy Warhol
-What colours do you see? Is there any visual
difference within the colours? Are they blocks of
colour, are there different variations withing the
same colour?)
-Does this work look familiar? Is it similar to any
work you have seen? Where from?

Campbells Soup, Andy Warhol

-Where have you seen this before? How is it used in everyday
life?
-Andy Warhol often used images of everyday products to
show the connection between high and low art. This was his
attempt to produce high art with content of mass produced,
everyday products
-Within these tow images what do you notice about the
simplicity? How does he reduce these images?
- Warhol looks to the simple shapes within an image and
exposes the print through shapes of colour. This often
creates flat imagery.
Body: Create a Grayscale
1. Introduce the final project to show the connection between the pop art style
a. Show students of possible final project ideas. Explain that students will be required to
search for an image that reflects a personal interest of their own that will fall under one
of three of the following categories: favorite celebrity, sport, or self-portrait. They will
look to the style of Any Warhol to reduce the images to shapes of colour (grayscale)
with a pop of one colour. The final project will be further explained in lesson 3 but this
introduction will be used to get students to begin thinking about the pop art style.
2. Create a Grayscale
a. Now that students understand their final project will be constructed using a grayscale
they will need to be able to make their own.
b. Students will first work with pencil to create a scale that shows at least 5 shades of gray,
including white and black in their sketchbook.
i. If students are unsure about how to get different values of gray when shading,
break the lesson up to teach them about different techniques to shade, i.e.
hatching, cross-hatching, stippling etc.\
c. Once students have mastered this, they will move to paint, because their final project
will be to use paint. Students will create another 5 scale and this will be conducted on
mayfair paper.

d. When students have finished ask them, What did you find difficult about making a
grayscale? What could you have done differently next time? Can you clearly see the
scale from white to black? Can you count the different grays clearly?
i. Depending on student completion rate, this could be done individually or in
small groups.

Conclusion:
-

What are some ways you can create

interest using only grays, white, and
blacks?
Have students dicuss in groups of 3-4 how
they can create depth using only a
grayscale. As a class choose two groups to share.
Students will complete an exit slip that asks:
o Where do pop artists draw their inspiration from? What is one key characteristic of
Andy Warhols style? What was the most difficult part of creating a grayscales?

Sponge Activity:
-

Students will use the computer to begin searching for an image that they may be interested in
using for their final project.

Assessment Methods:
Learning Objective 1: Observe student participation in class discussion about characteristics of the Pop
art movement and works of Andy Warhol
Learning Objective 2: Observe students use of art language to describe works. Students participation
within class discussion will expose this further.
Learning Objective 3: Completed grayscales in both pencil and pain
Learning Objective 4: Students completed grayscales as well as responses to questions that expel the
values within the scale.

Lesson 2 Introduction to Pixlr and finding an Image.

GLOs 7
-

[Drawings] Investigate Students will select and identify line, value and texture in the natural
and man-made environment for image making.
[Drawings] Articulate and Evaluate Students will learn to use the basic vocabulary of art
criticism in descriptions of their work.

GLOs 8
-

[Drawings] Investigate Students will employ space, proportion and relationships for image
making.
[Drawings] Articulate and Evaluate Students will use the vocabulary of art criticism to develop
a positive analysis of their work.

SLOs 7
-

[Drawings] Articulate and Evaluate C: Identifying and discussing ones problems in drawing and
composing images is part of learning to talk about art.
[Drawings] Investigate B: Value in drawing is affected by the qualities of surfaces and the
qualities of light.

SLOs 8
-

[Drawings] Investigate F: The principles of repetition or emphasis can be applied to achieve

unity in two-dimensional works.
[Drawings] Articulate and Evaluate A: Identifying and describing techniques and media is part
of learning to talk about art.

Learning Objectives: Students will:

1. Investigate a basic photo manipulation program
2. Alter the colours and properties of an existing image
3. Discuss how technology can impact the creation of images
Resources Consulted:
-

Alberta Education Junior High School Fine Arts Program of Study

Pixlr online program

Materials:
-

Laptop cart or computer lab

Examples of images to discuss with the class
Magazines

Teaching Strategies:
-

Lecture, class discussion, individual computer work, hands on activity

Introduction:

The students will be shown a variety of examples of classic photo manipulation and will be
asked to guess how the artist created it. They will compare these images with those shown in
the previous class of Andy Warhol and compare design elements
This image is similar to the Andy Warhols. What do you notice about this image? What has
change from the original Andy Warhol image? How do you think this image was made?

Compare the above

images of Marilyn Monroe.
What one is a silkscreen print,

a photoshop manipulation, and the original? How do they differ?

Explain that technology has become a large part of the art making process and through
manipulation programs artists can create similar effects. Depending on the medium the artists
choose, will allow for certain intended effects.

Body:
Students will be given a basic portrait image and as a class the teacher will begin to instruct the studetns
to manipulate the image.

Students will be introduced to the Pixlr program. (pixlr.com) They will choose the editor option
As a class, they will import an image that has been chosen for them.
With the given image, students will be given 5 minutes to explore the program.
Once students have explored, they will come together as a class and resize the image. (800x600
pixels)
With the final project in mind, explain to students that our objective with this program is to
create an image that shows shapes of colour, similar to the previously seen examples.
Change the image into a grayscale (adjustments desaturate)
Create a grayscale with shapes of colour (adjustments posterize)
Refine the shapes to create smooth edges (Filter denoise)

Discuss with the students how the image has changed. How does the image look now? How
many levels of grey can you count?
Explain that their task is to do this process with their own image that they will sue for their final
project.

Conclusion:

Ask students to volunteer the works they have been able to complete within class. Do a mini
critique of these images based upon the subject matter, grayscale, and the ability to turn that
into a final project.
If students have any questions or input allow students to voice their concerns or opinions

Sponge Activity:
Students can search and upload their images for their final project.
Assessment Methods:
Learning Objective 1: Observation or participation and discussion
Learning Objective 2: Observation and completed practice image
Learning Objective 3: Discussion of using photo manipulation programs and the comparisons.

Lesson 3 Final Pop Art Image

GLOs 7
GLOs 8
SLOs 7
SLOs 8
Learning Objectives: Students will:
1.
2.
3.
4.

Discuss final artworks through the critique process.

Create a final image that depicts values of gray.
Manipulate an image in a basic photo program.
Transform an image to a larger scale.

Resources Consulted:
-

Alberta Education Junior High School Fine Arts Program of Study

Pixlr online program

Materials:
-

Rulers
Paint
Primer
Paint brushes
Pencils
Paper/canvas

Teaching Strategies:

Hands on, examples, class discussion, critique

Introduction:

Show examples of possible final products.

Explain to students that they must choose an image to manipulate that falls within one of the
following categories: favorite celebrity, sport, self-portrait.
o Questions: What do you see in these images, how many values of gray can you see
o Notice the shapes within the values
o Explain the importance of looking closely at the image and critiquing it to see whether
or not it will be a good fit for the final project. Ask what makes a good fit.

Body:

Give studetns another example of an artist working in similar style.

o Banksy
Students will find an image and upload it to pixlr and begin the photo manipulation process.
Students will print their image and then place a 1x1 grid on it. They will then create 3x3 grid on
their sheet of mayfair and begin their replication of their image.
o Students may need a demonstration on how it work.
Once the image has been fully traced onto the mayfair, students will then choose which aspect
of their image should have a single colour to communicate an impact or mood to the viewers.
Students will mix their values of gray and begin to fill in the shapes
Remind students that they need to have at least 4 values within their image.

Conclusion:

Students will write a rationale that explains the content of their image, values depicted, choice
for colour and placement of colour
There will be a critique process when students have completed their work, the class will walk
around and view all of the works.
After everyone has viewed he works, we will begin the critique
o Begin by discussing each piece.
o Describe what they see. What is interesting? What it may remind them of? What would
they change or what they would have done differently?

Sponge Activity:
Students may research an artist who works in a similar manner or they can explore the pop art
movement.
Assessment Methods:
Learning Objective 1: Discussion and observation of the critique process. Students completed rationale
of the final project. This assessment will be based on a rubric
Learning Objective 2: Students finished painting. This assessment will be based on a rubric
Learning Objective 3: Printed Image that is used for the gridding process.
Learning Objective 4: Final painting to scale.