draw it 3d pop art
I designed this 3D Popular Fine art project as a fun way to stop the summertime term with my students. It is inspired by different Popular Art ideas and I combined a few elements of art (including colour theory) to create this total scheme of piece of work. I taught it with Year 7 (eleven-12yrs) for around 6 weeks, having one hour lessons per week – though I think it could easily be adapted for different ages too!
Get the total 3D Pop Art projection on Tes hither or on TPT here – enjoy!
The 3D Pop Art project was designed to exist a fun mode to introduce students to some of the basic elements of Pop Art; bright, apartment colours, use of line and outline to create comic styles, design and the importance of linguistic communication and text, specifically onomatopoeias. I wanted students to develop their understanding of colour theory too, so added some challenges for colour mixing and apply of colour schemes.
To assist with planning and prep (Y7 P5 afterward a full day teaching is … a lot 😂 ) I purposely kept to minimal materials – simply cardboard and poster paint. I besides wanted terminal pieces that were 3D only easy to store (and fitted on the drying racks!) and then I went for these stacked pieces.
Which materials exercise you need for this projection?
I take purposefully kept materials to a minimum and chose to use paper-thin which students brought in, nevertheless if y'all are planning to do this with more avant-garde classes, I would suggest using the materials below. Foam board can final longer and be cutting more precisely than carte du jour. Acrylic paints will give a higher quality colour cease and using paint pens will help students improve their detailing.
I have shared full art projects dedicated to understanding colour theory here – enjoy!
The fine art project outcomes were inspired by these artworks by Roy Lichtenstein and Yayoi Kusama, with students working between their sketchbooks to create ideas and designs, moving onto parts of their concluding piece and so jumping back to their sketchbooks. I think students understanding that their art sketchbooks can be a 'work in progress' and a place to explore ideas is really important for them developing as artists 😊
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Roy Lichtenstein, Wall Explosion II, 1965 -
Yayoi Kusama, Untitled, 1967
After doing some research into the elements of Popular Art, students started to create shapes in their sketchbooks. These would afterwards get the shapes they cutting out of paper-thin and stacked up, and so the lesson outcomes focused on precision, calibration and having a range of designs.
I had some printouts which I gave to students (included in the presentation) and I had students draw a border on their sketchbook page as information technology helps them describe to scale (make full the box) and helps with their presentation. They likewise had to call up back to the shapes they had seen in Roy Lichtenstein's work. Hither are a couple of examples by my students:
Get the full 3D Popular Art projection on Tes here or on TPT hither – savour!
All of the lessons in this projection include entry / starter tasks (sometimes called bell ringers) and plenaries or reflections for the end of the lesson. Sometimes if information technology was a practical lesson I have included numbered instructions for students to ensure immigration abroad was done properly.
I have shared a full presentation of around 50 starter / entry tasks / bell ringers and plenaries hither. You can employ these on any projection!
Working from their sketchbook designs, students so started cutting out their pop art shapes from pieces of cardboard. I did this for one lesson then the next lesson students went back into their sketchbooks as I introduced colour theory.
On their final pieces, students had to use a mixture of primary colours, secondary colours and tints and shades in their work. This gave them lots of options and meant that they got the chance to do enough of pigment mixing, which they love! I purposely did not show them how to mix the secondary colours, so if students asked, for instance, 'how do I make majestic?', I would tell them they have to work it out using the main colours. This besides meant that prep was quicker as I simply had to requite out three colours of paint.
I wanted the lessons to be a mixture of practical and sketchbook work so the presentation is in the order I taught information technology, but it could easily be changed to do all of the design / drawing work first then construct the last pieces. Subsequently a couple of lessons painting and adding patterns, I went back to the sketchbooks to help students develop their work. This time they were focusing on creating different patterns inspired past Yayoi Kusama who they had looked at earlier in the project.
Here nosotros discussed the apply of text in Pop Fine art and students could exercise cartoon bubble letters – this was challenging for a lot of them! This meant when they were working on their cardboard and drawing the letters, they had already had a go. This was a also expert opportunity for cantankerous-curricular discussion and innovate onomatopoeias. Again, all of the lesson entry tasks and plenaries / reflections were tied to the lesson outcomes.
I have shared a presentation with a range of fun assessment activities for art hither – enjoy!
In one case all of the drawing and blueprint work for the Popular Fine art sculptures was complete, the concluding few lessons were all practical. This was really fun for the students and they were basically at the point where they could come into the lesson and 'conduct on' with their work – I was really pleased with how contained they were for Y7!
To build their sculptures and start to make their Popular Art 3D, students had to arrange and stack all of their painted cardboard shapes (with small squares of cardboard between each layer). This was really simple and I only used PVA mucilage. Whatsoever early finishers were asked to help others who were backside, or create a bigger cardboard shape to add on to their stack. They could easily take worked into their painted patterns and designs or even used felt-tips to neaten up their work if at that place was time.
This Pop Fine art scheme of learning is long plenty to cover at least a half term of educational activity (based on one hour per week at KS3) – yet information technology tin can easily be adapted to exist shorter or longer if necessary.
Get the full 3D Pop Art project on Tes here or on TPT here – enjoy!
Here are some of the outcomes from my students (they look fantastic displayed in my classroom)
What do you think? Permit me know in the comments!
Source: https://theartteacher.net/2021/08/27/ks3-pop-art-sculpture-3d-project/
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