Digital Unit Plan Template

Unit Title: Popping with Pop Art Name: Mileena Boone

Content Area: Art (Beginning Drawing and Painting) Grade Level: Proficient 9th-12th
CA Content Standard(s)/Common Core Standard(s):

1) Artistic Perception
• 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

2) Creative Expression
• 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

4) Aesthetic Valuing
• 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the
meaning or message in a work of art.

Big Ideas/Unit Goals:

Big Ideas:
-How has pop art influenced contemporary art?
-How is each pop art artist different?
-What are major themes make up the framework of pop art?
-How can we use our principles of design and elements of art to create our own pop art pieces?
-What role does color and composition play in pop art?
-How can we use the values within pop art to influence our own personal work?

Learning Objectives:
- Students should be able to identify famous influencers and artists within the pop art movement
- Students should be able to identify the core themes that make up pop art
- Students should be able to identify which principles of art and elements of art come into play when talking about pop art as well as their own body of work
- Students should be able to discuss their body of work and how their theme relates to that of the pop art movement

Unit Summary:

Students will be learning about the Pop Art movement. Over the course of this lesson they will be able to identify a handful of major Pop Art Artists and their styles as well as their core
values that went into their work. Based on their knowledge about Pop Art they will be creating a color pencil pop art rendition that explores something that is important to them (i.e.
religion, sexuality, civil rights, etc). They will be doing a colored pencil handout and a journal to research the main artist who influences their work. They will also be discussing values
with their fellow students in the process of their project. In the end the will be able to confidently speak about their work and how it relates to the information gained in the
PowerPoint on Pop Art.

Subject Area: Art (Beginning Drawing)

Grade Level: 9-12th
Assessment Plan:
Entry-Level: Formative: Summative:

Vocabulary + Activity Handout: This will be a vocabulary
handout with an activity that will test my students’
knowledge regarding concepts regarding the upcoming
unit. This activity will be a demonstration of the techniques
going to be presented in the unit project. This will allow me
to see which students are proficient with the concepts and
skills leading up to the current unit.
(Aligns with 2.1)
Pop Art Unit Quiz: This is a quiz that will be given after
the lecture, Webercise, and concept map have been
completed. It will be in the middle of the lesson before
starting the final project within the Unit. It will test the
students’ understanding of the content. (Pop Art concepts
and characteristics, Pop Art artists, and Pop Art time
period)
(Aligns with Standards 1.3 and 4.1)
Colored Pencil Project: This will be when the students
turn in their final project. There will be a rubric to check off
the list of skills I am looking for within the content.
This is the rubric for the students' final project of the unit,
which is to create a Pop Art piece inspired by an artist from
the Pop Art era. They are to varnish their piece using
colored pencils in order to achieve pop art quality color
and line work. This rubric will allow me to analyze my
students’ technique based on the information presented to
them in their unit. I can see whether or not my students are
all up to speed in the class. This rubric grades on the
following categories: Craftsmanship, Creativity, and
Effort/Participation

(Aligns with 2.1 and 4.1)

Lesson 1 (Teacher Lecture)
Student Learning Objective:
-Students should be able to
identify famous influencers and
artists within the pop art
movement
-Students should be able to
identify the core themes that
make up pop art
Acceptable Evidence Lesson Activities:
(Assessments):
Students will be given guided notes for this lecture. The guided notes require them to follow along with the Power Point
The entry level handout will be and my lecture to answer questions. These questions will allow me to see which students were paying attention and
given before this lecture really understood the content presented within the lecture.
allowing me to see which
students are on track and If possible when presenting this lecture to my class I would like to ask them relatable questions so they may connect
with the content on a personal level.
which students need help
before new content is
(Aligns with 1.3 and 4.1)
presented.

Acceptable evidence is
adequate demonstration of
vocabulary and burnishing
skill.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

-Be able to identify famous
influencers and artists within
the pop art movement
-Be able to identify the core
themes that make up pop art
-Be able to identify which
principles of art and elements
There is no rubric for this
assignment, it will be hand
graded by me. They will receive
points for every correct and
complete answer. Partially
correct or complete answers
will receive ½ points.
Students will conduct this activity individually on the computer. They must visit a series of websites and correctly
answer a variety of questions. There are 3 parts to this Webercise that requires students to think critically. I have
incorporated a series of question types that will do just that. I have also included extra credit questions so that students
can get bonus points either to catch up in the class or just to get the best grade they can.
(Aligns with 1.3 and 4.1)
of art come into play when
talking about pop art as well as
their own body of work
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Unanswered and completely
incorrect answers will receive 0
points. Ex Credit questions will
have the same grading scale
and will be applied to the
overall score of this assignment.
Acceptable Evidence: Lesson Activities:

-Students should be able to
identify the core themes that
make up pop art
Unit Resources:
There is a rubric for this Students will work in pairs to create a concept map on Popplet that is based on the assigned video. Students should base
assignment listed on the their concept map around related and important content regarding the subtopics within Pop Art. This should help them
website for them to review. review and relearn key events and terms regarding Pop Art to better assist them with their unit project.
Students will be judged on the
following categories: Critical
(Aligns with 1.3)
Thinking/Organization,
Creativity, and
Effort/Participation. This rubric
will allow me to see how much
effort went into their
assignment and whether or not
they fully understood the
materials.

https://quizizz.com/ - A fun website that allows you to create fun quizzes and games for your class. It’s easy to use and so up to date.
https://www.quickrubric.com/ - Good for making rubrics in a hurry, not so great if you need to embed into a website…
http://popplet.com/ - Good for creating concept maps, reviewing ideas, and organizing information.
https://www.youtube.com/ - Good for finding useful videos for lessons as well as resources.
https://prezi.com/ Good for creating lectures

Useful Websites:

https://www.brainpop.com/games/timezonexpopart/
https://www.moma.org/learn/moma_learning/themes/pop-art
https://www.justcolor.net/pop-art-coloring/