Unit Map

Pop Art – Past to Present

Unit Lesson Sequence

Pop Art – Past to Present, is a Stage 4 unit of 11 lessons exploring the Pop Art movement, it’s
cultural context and continuing influence in today’s art.
Curriculum Priorities and General Capabilities of The Australian Curriculum are incorporated
implicitly, informing the focus of the lessons.
The unit is designed as an Art History/Art Criticism unit, but incorporates alternate ‘mini’ art-
making activities on each artist to reinforce student learning and create meaningful connections
with the artist’s style and subject matter.
 

Expected Unit Outcomes/Indicators of learning

Syllabus Outcome – 4.4 recognises and uses aspects of the world as a source of ideas, concepts and
subject matter in the visual arts.
Indicators of learning – Students complete theory tasks identifying the source of Pop Artist’s
conceptual inspiration and create their own artworks inspired by similar concepts.
Syllabus Outcome – 4.8 explores the function of and relationships between artist – artwork – world
– audience
Indicators of learning – Students complete theory tasks and engage in class discussion examining
the interconnected relationships of the Pop Artist’s culture and works, and create works exploring
the same relationships in their own world.
 

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 Lesson Sequence

1. Pop Art Introduction

Philosophy informing the lesson – Inquiry Learning
Integrated Content – Socially critical perspectives.
Students are introduced to the origins of the Pop Art movement and explore the cultural climate of
rapid social change and revolution that it grew out of as a source of the artists’ work.
___________________________________________________________________________
2. Andy Warhol 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content– Sustainability.
Students research Pop Artist, Andy Warhol in groups and learn about commerciality, mass-
consumerism & mass-production as subject matter for the artist. Discussion around the subject
matter of sustainability occurs implicitly.
___________________________________________________________________________
3. Andy Warhol 2
Philosophy informing the lesson –Inquiry Learning
Integrated Content – Sustainability.
Students continue on the themes of mass-consumerism, commerciality and sustainability as they
paint repetitious images of mass-produced products in the style of Andy Warhol.
___________________________________________________________________________
4.  Roy Lichtenstein 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content – Socially critical perspectives; Gender stereotypes.
Students research artist, Roy Lichtenstein and examine his use of comic book imagery as inspiration
for his art. The stereotypical gender representations of comics are explored along with
Lichtenstein’s ironic representations of them.
___________________________________________________________________________
5. Roy Lichtenstein 2
Philosophy informing the lesson -Inquiry Learning
Integrated Content – Socially critical Perspectives; Gender stereotypes. ICT capabilities.
Students create their own Lichtenstein inspired artwork using today’s comics, via the ‘Marvel’
online ‘Create your own comic’ program.  Students create their own Superhero comic and explore
their own views of gender stereotypes and representation as they create their super powers.
___________________________________________________________________________
6. Marjorie Strider 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content– Socially critical perspectives; Women’s Liberation movement/Feminist

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 perspectives.
Students are introduced to artist, Marjorie Strider and the culture that her art grew out of via
researching the Women’s Liberation movement of the 1960s. Strider’s art’s subject matter of
stereotypical representation of women as a vehicle for protest is examined.
___________________________________________________________________________
7. Marjorie Strider 2
Philosophy informing the lesson -Inquiry Learning
Integrated Content – Socially critical perspectives; Women’s Liberation movement/Feminist
perspectives.
Students create their own Strider inspired artworks using a mixture of 2D and 3D techniques in the
style of the artist. The concept of using this structural technique to highlight parts of an image in
order to highlight an issue is examined further.
___________________________________________________________________________
8. Ai Wewiei 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content– Asia and Australia’s engagement with Asia.
Students examine the culture, politics, commerciality and industrialisation of China as they research
modern Pop Artist and political activist, Ai Weiwei. Discussion around Australia’s links to this
industrialisation are explored through study of the artist’s work.
___________________________________________________________________________
9. Ai Weiwei 2
Philosophy informing the lesson -Inquiry Learning
Integrated Content – Asia and Australia’s engagement with Asia.
Students create Pop combine artworks inspired by Ai Weiwei’s work incorporating commercial
logos and an understanding of the political comment that the artist is making through his work.
___________________________________________________________________________
10. Richard Bell 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content– Aboriginal and Torres Strait Islander histories and cultures.
Students research indigenous artist, Richard Bell and examine his controversial and politically
provocative work. Indigenous perspectives on life in Australia are explored through the eyes of the
artist.”
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11.  Richard Bell 1
Philosophy informing the lesson -Inquiry Learning
Integrated Content – Aboriginal and Torres Strait Islander histories and cultures, ICT capabilities.
Students create photo-media artworks inspired by the artist’s work, around the subject of ‘Sorry

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Day’ a day that connects both non-indigenous and indigenous Australians.
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