Submitted by Kim Bartel,
Leigh High School, San Jose, California
UNIT: Pop Art - Painting - Color planning
Lesson: Pop Art Monochromatic Value Portraits
Grade Level: High School - Art 1 (adaptable to middle school)
Time: approximately 3 to 4 weeks
Summary:
The
purpose of this lesson is to teach students about Pop Art - but
also about copyright and rights of publicity. Students will find
a photograph of a celebrity they admire. They will write a
letter to the copyright holder asking permission to make a
painting from the photograph (a derived work of art). In
addition, they will write letter to the celebrity (or their
estate) asking permission to display the portrait. Freedom of
expression grants the students permission to make the portrait,
but not necessarily to publicly display it. See
note below
Click images for larger views - more images below
Resources:
Pop
Art (Andy Warhol, Roy Lichtenstein, Peter Max and others) Artcyclopedia
Andy
Warhol Celebrity Portraits (some links broken) - additional
portraits - Prints
Pop
Art - Celebrity Portraits (today) "Andy
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". Using mixed media Howie Green developed his own
technique for creating a portrait that gives free range to the
full spectrum of colors." Note: Howie has not been
challenged for using celebrities (and even has Barbie®!).
Pop
Art Portraits
- Contemporary artist - London based. Good use of color.
Books
Pop Art Portraits
- Pop artists including Andy Warhol, Roy Lichtenstein, Richard Hamilton, and Peter Blake elevated portraiture to a new position. Author Paul Moorhouse explores the artists’ engagement with portraits.
Pop: The Genius of Andy Warhol
- Pop disentangles the myths of Warhol and offers a vivid, entertaining, and provocative look at the legendary artist's personal and artistic evolution during his most productive and innovative years. A detailed, insightful chronicle of his rise, as well as a critical examination of Warhol's most important works.
Roy Lichtenstein, 1923-1997
- This book examines Lichtenstein's work and covers his life.
Copyright References:
References for teachers on use
of celebrity images:
Art may be protected under the "fair
use" doctrine. (See additional information below)
To decide whether a use is "fair
use" or not, courts consider:
- the purpose and character of the use,
including whether such use is of a commercial nature or is for
nonprofit education purposes;
- the nature of the copyrighted work;
- the amount and substantiality of the portion used in relation
to the copyrighted work as a whole; and,
- the effect of the use upon the potential market for or value
of the copyrighted work. 17
U.S.C. 107(1-4)
Materials needed:
Illustration Board
, Pencils
, Rulers
, Newsprint, Tempera Paint
, assorted
Brushes, small containers with lids, water.
Visual
and Performing Arts framework Standards grades 9-12
Cultural Content,
Creative Expression, Aesthetic Valuing, and Artistic Perception
Guiding
Questions:
1.
What are some characteristics of the Pop Art Movement?
2.
Could Pop Art Movement survive today? Why or why not?
Objectives (and procedures)
- Each student will identify eight values
moving from light to dark on a gray scale.
- Each student will identify eight
value changes on a monochromatic value scale.
- Each student will construct a gray
value scale and a monochromatic value scale model. (Two
days)
- Students will design a pop art
portrait painting utilizing five value changes. (Three week
project.)
- Students will learn and understand
the Pop Art movement and the artist’s involved.
Discuss issues that face artists today when painting
celebrities and trademarked goods. (Two days)
- Students will research and write
about how Pop Art is being used today and whether or not it
is a viable art movement or has it shifted into the realm of
commercial art entirely.
(To be done as homework)
- Students will locate a photograph
that can be used for their subject matter.
To be done as homework. They will also write a letter
asking permission to use the photograph. A letter will
also be written to the celebrity (or their estate) asking
permission to display the finished work. Letters will be
done as homework.
- Students will draw and enlarge
their portrait choices to an 15 x 20” piece on white
paper. Use math skills to enlarge using a grid. (Three days)
- Students will distinguish 5 light
to dark values in their portraits. Two days.
- Students will paint their portraits
utilizing their color choice in a Monochromatic or tonal
(gray) Value Scale. (One week)
- Students will make critical
judgments towards one another’s art pieces, critiquing and
evaluating each piece.
45mins.
- Students
will verbalize through a written paragraph describing the
concepts learned and relevance
to their growth as an artist. To be done as homework.
Art
Rubric for Beginning Draw, Paint, and Design: Pop Art
Weak
Basic
Proficient
Strong
1 2
3
4
| Standards |
Criteria |
Mark |
| Creative
expression |
1. Student demonstrated ability to create a value scale painting
utilizing the elements (line, color, value, shape) and
the principles (balance, emphasis, contrast, unity) of
design. |
1 2
3 4 |
| Connections,
Relationships, Applications |
2. Student demonstrated their understanding of a monochromatic color
scheme; representing a tint, mid-value, and shade. 5 Values in all. |
1 2
3 4 |
| Creative
Expression |
3. Craftsmanship
was evident; project was free of smudges,
folds, creases, and tears.
|
1 2
3 4 |
| Artistic
Perception |
4. Student was able to present piece in front of the class and using art
terms learned discuss the creative process.
Student was also able to use critical thinking in
assessing their own as well as a fellow students
project. |
1 2
3 4 |
| ESLR’s |
5. Student
was a self- directed learner, managing
time and resources efficiently to accomplish
goals.
|
1 2
3 4 |
|
ESLR’s
Aesthetic
Valuing |
6. Student was an informed thinker,
using creative strategies in
identifying and making decisions to solve problems |
1 2
3 4 |
Expected
Schoolwide Learning Result (ESLR)
Evaluation
of Learning
Objectives
- Did each
student will identify distinct differences in a value scale and
a monochromatic value scale? (One
day)
- Did each
student will create a value and a monochromatic value scale gradually shifting from its
lightest value to its darkest? (2 days)
- Did
students will learn and understand the Pop Art
movement and the artist’s involved? (One Day)
- Did students research and write about how Pop Art is
being used today and whether
or not it is a viable art movement or has it shifted into the
realm of commercial art
entirely? What artists did they find? Could
the Pop Art Movement survive today? why or why not?
- Did each
student design a pop art portrait painting where they separated
light, mid, and dark values? (Three
week project
)
- Did each
student decide what portrait they would like to use?
(Same standard to be taught as objective
three.) To be done as homework.
Did each student write permission to use photographs and
permission to use celebrity? Did letters contain all of the
information needed (you might have your librarian look at
some of the letters as they are usually knowledgeable on
copyright issues)?
- Did each
student draw and enlarge their portraits through gridding?
Standard to be taught is
Artistic Perception? (One week)
- Did students divide the portraits into five basic values; one
representing a very light
value, one mid-light, one a mid mid dark, and darkest
shade? Did they exhibit craftsmanship in painting these value changes on their
portraits? (Two
weeks)
- Did students
will make critical judgments towards one another’s art pieces critiquing the success
or failure of the assignment? Standard to be taught
is aesthetic valuing;
responding to, analyzing, and making judgments about artworks.
(1 day)
- >Did
students verbalize through a written paragraph describing the
concepts learned and relevance
to their growth as an artist. (To be done as homework)
- Extension:
Students
will design their own art project utilizing the concepts and
ideas learned. (one
class period)
- Extension:
- Try Pop Art Digitally - Here is a Lichtenstein
Inspired Portrait Tutorial
Gallery
from Ken Schwab's students, Leigh High School
Click images for larger views
Note:
It is not practical to have students write the letters then
wait for a response (it may take days or weeks - or they may go
unanswered). Have them go through the steps that a practicing
artist would have to do if he or she wanted to sell their work.
I spent an hour or more researching to find the contact for the
estate of Lucille Ball. I was fortunate to get a response the
next day (which was a surprise to me). I have omitted the
student example as the estate did not want it shown - nor did
they want the photograph shown that inspired the painting. Below
is the email I received:
Thank you for your recent inquiry on behalf of Incredible Art
Department. Unforgettable Licensing represents Desilu, too, LLC with regards to all licensing matters concerning Lucille Ball & Desi Arnaz, Sr. While we
appreciate your interest in including the photograph of Ms. Ball and
the corresponding artistic rendering on your website, we must decline your
request.
Desilu, too, LLC receives hundreds of inquiries annually requesting
permission to use Ms. Ball's name, likeness and image in a wide range
of commercial, educational, and not-for-profit endeavors. Given such
tremendous interest and the associated business and legal issues that
accompany all licensing matters, we are very selective when determining
where and how Ms. Ball's image is used.
While this position undoubtedly disappoints many well-meaning
organizations such as yours, we trust you'll understand and respect our need to
protect Desilu's interests and Ms. Ball's continuing legacy. We wish you luck
with your project, and thank you again for your interest in Lucille Ball.
Sincerely,
Unforgettable Licensing (as agent for Desilu, too, LLC)
Brian B. Eich, Esq.
www.unforgettablelicensing.com
Use of Lucille Ball's
name here is for informational purposes only - and is educational.
"A
release is not needed to use a person's name or image for
informational purposes. An informational (or
"editorial") purpose is anything that informs,
educates or expresses opinions protected under the First
Amendment of the United States Constitution (protecting freedom
of speech and of the press)" http://fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/chapter12/12-b.html
Students
need to know that making a painting from a photograph is
considered a derived work and is a violation of copyright. Andy
Warhol (and/or his estate) was sued for using photographs
without permission. Other artists have been sued for using
photographs (Robert Rauschenberg and Jeff Koons, for instance).
Fair Use is a defense as students are using the photographs for
educational purposes - but is not a given. If you don't
want to have students write permission letters, then perhaps it
would be better to do this as a self portrait lesson (Warhol
also made many self portraits). Students do have the right
to make a portrait of anyone they wish using any sources they
wish (for personal use) - they don't have the right to display
the work or publish it (like on a school web site). A school
would not be sued for displaying the work should it be
discovered, but they could be asked to remove the image from the
web site. It is far easier to apologize than get permission.
Most of my letters sent asking permission over the years have
gone unanswered. It should be noted too that most licensing
agreements do ask to see a sample of the finished art work (thus
granting permission to make the work of art). Do your
lesson - but include the copyright lesson, too. This lesson did
motivate students. All were successful. It was a good skills
lesson.
Note:
There are now licensing agreements in place between the Warhol
Foundation and estates/companies featured in Warhol's work.
Warhol did not enter into such agreements himself, however.
Warhol did have an agreement with Disney when he created his
Mickey Mouse series. Warhol did not do Quaker Oats' Aunt Jemima
when they threatened a lawsuit for trademark infringement.
Warhol made his own "mammy" using a model. If you
would like sources for this information - contact Judy Decker. I
will send you my web "wanderings" on the subject.
Permission has not been
received from other celebrities pictured here. Their images will
be removed if requested to do so. Johnny Depp photograph
(top) used for inspiration
©2006 Walt Disney Pictures. The other Johnny Depp
photograph (bottom) used is copyright 1990.
National Standards: (standards
covered depend on how much class discussion there is)
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
4.
Understanding the visual arts in relation to history and
cultures |
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
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
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 |
- from U.S. Copyright Office