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Pop Art Sculpture
Submitted by: Stephanie
Shafer, Lakota
West High School, West Chester, Ohio
UNIT: Pop Art Sculpture - Visual Puns - 3D Studio
Lesson: Visual Puns - Paper Mache Sculpture
Grade Level: High school (adaptable to middle school)
  
Grandfather
Clock
Church
Mouse
Turtle Sundae
Click images for larger views
PROBLEM: Create a larger than life sculpture that is
based on a visual pun or play
on words and is inspired by the Pop Art Movement.
OBJECTIVES:
- Interpret a phrase or word in 3-D making
a visual pun - play on words.
- Create an armature and construct paper
maché sculpture
- Exhibit craftsmanship in paper mache and
painting
- Learn about Pop Art Movement.
MATERIALS:
1. Papier Maché built over
wire, crushed paper or cardboard armature - wheat paste
2. Masking tape - corrugated
cardboard - Optional: aluminum foil
3. Lots of Newspaper!
(Optional: White newsprint for final layer)
4. Acrylic paint and brushes
RESOURCES: Visual Puns Links Page
REQUIREMENTS:
- Minimum is larger than life size and no
smaller than 10 x 10 x 10 in any direction.
- Maximum size is questionable. (make
arrangements with instructor)
- Added Material - Add something
interesting to your piece to make it stand out!
- You must be able to finish your end
product in an accomplished, expressive, and neatly executed
manner.
SUBJECT: A visual pun or play on words. For example;
butter fly (butter with wings)
Your final product may be:
- Humorous
- Allegorical (a symbolic representation, a
pictorial device in which objects stand for abstract ideas,
principles, or forces, so that the literal sense has or
suggests a parallel, deeper meaning)
- Metaphorical (one thing conceived as
representing another; a symbol, a figure of speech in which a
word or phrase that ordinarily designates one thing is used to
designate another, thus making an implicit comparison, as in
"a sea of troubles")
- A visual oxymoron (a pictorial
contradiction-a lead balloon, clear as mud)
- Self-Contradictory
- A Parody (artistic work that imitates the
style of an author or a work for comic effect or ridicule,
intentional mockery)
ASSIGNMENTS:
- Brainstorm and list 12 ideas that could
be used as a visual pun. Feel free to do more than 12
ideas. Get help from your family and friends!
- Take 3 of these ideas of what you might
do for your assignment and create a
thumb nail sketch of each.
DUE: _______________________
- Take the design that works best and
elaborate on it. Draw it to exact proportion with detail
included.
DUE: _______________________
PROCEDURES:
- Construct armature with cardboard, wire,
wire screening - secure with masking tape. Aluminum foil can
be added for details and for smoothing over surface.
- Apply at least two layers of newspaper
paper maché - final layer can be white newsprint to make
painting easier.
- Allow to dry - paint with acrylics
- Write a reflection piece - have class
critique. How successful is your message?
POP ART VOCABULARY:
Pop Art
Op Art
3-D
Assemblage - Addition |
Roy Lichtenstein
Andy Warhol
Claes Oldenburg (soft sculptures)
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Papier Mache
Newspaper
Acrylic Paint
Gesso |
Brainstorm Handout:
POP ART BRAINSTORM/SKETCHES
NAME ____________________ 3D-Studio
PER_____ DUE: ________________
Brainstorm Ideas.
1.
7.
2.
8.
3.
9.
4.
10.
5.
11.
6.
12.
Pick 3 ideas from your brainstorm and create thumbnail sketches of
each.
1._____________________ 2.___________________
3. ____________________ Extra __________________
Which design do you feel is the most successful? Why?
Final Sketch Handout:
POP ART FINAL SKETCH
NAME_______________________ 3D-Studio PER_______
Due Date_____
Final Sketch: (25pts.) From the 3 thumb nail sketches, choose one
for your Pop Art Project. Make sure you include the
following:
- at least 2 different views
- color
- references
- sizes (at least 10x10x10)
- added materials:
List materials you will need to build your
armature
1.
2.
3.
4.
5.
Rubric: (adapted from Marianne Galyk
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
Visual
Pun Papier Maché
- Pop Art
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 – Planning brainstorm
sheets and sketches
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10
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9 – 8
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7
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6 or less
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Criteria 2 – Building armature and
paper mache
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10
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9 – 8
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7
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6 or less
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Criteria 3 – Painting - color plan
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
4.
Understanding the visual arts in relation to history and
cultures
(history - Pop Art -
1960s)
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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
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
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
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
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 |
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Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
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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 |
National
Visual Arts Standards Courtesy of Kennedy ArtsEdge
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