Pop Art Early Childhood
The Art Problem
How can young children begin
to develop art appreciation skills
while improving their painting tech-
niques?
Materials
samples of Jim Dine’s work, 6 x 9"
( 15 x 23 cm) watercolor paper, tem-
pera cakes
Procedures
1. Show students several examples
of Jim Dine’s artwork featuring
hearts, and direct discussion about
his brushstrokes, use of color, and
invite student observations.
2. Define “pop art” and the mean-
ing of the word “popular.” Brain-
storm simple, popular images.
3. Distribute watercolor paper and
spend a few minutes enjoying the
texture and weight of the paper.
Compare the paper to the regular
drawing paper students use rou-
tinely.
4. Review classroom practices using
tempera paint cakes, getting clean
water, and washing/drying brushes
between colors.
5. Lightly draw one or two pop-
style images on the paper.
6. Fill the paper with color, experi-
menting with wet-on-wet and wet-
on-dry effects.
7. Identify and sign the bottom of
the paper.
Assessment
Did student demonstrate adequate
pencil control when drawing the
“pop” shape? Was the student able
to achieve pleasant color effects
with his or her paints? Can student
describe what we mean by “pop”
art?
By Laurie Bellet, art specialist at
Oakland Hebrew Day School in
Oakland, California, and creative
consultant for Torah Aura Productions.
Minimum to Maximum Middle School
The Art Problem
How can we offer students a mean-
ingful introduction to minimalist
art?
Materials
paper cubes (offered in craft cata-
logs for making photo cubes), mat
board or wood bases, tempera or
acrylic paints, fabric glue, hot glue
(on stand-by)
Procedures
1. Show students several examples
of work by minimalist Sol Le Witt.
Explain that students will use
minimal supplies in their work. They
will make a plan, carry it out, and
give meaning to the finished work
through the title.
2. Assemble several cubes. Select
a base and play with different
designs.
3. Make and jot down a plan to fol-
low. (Note: The plan may change as
the work progresses.)
4. If using paint, paint cubes and
base prior to assembling the struc-
ture.
5. Using fabric glue for a long and
strong hold, attach cubes, paying
close attention to balance. Prop
cubes as necessary while drying.
Small dots of hot glue may be
needed to stabilize the position
while the fabric glue dries.
6. While working on the structure,
consider the concept of the struc-
ture or the process it demonstrates.
7. Title the structure.
Assessment
Did student make and follow a
plan? Was the student able to carry
out a minimalist design and deliver
a “maximum” concept?
By Laurie Bellet, art specialist at
Oakland Hebrew Day School in
Oakland, California, and creative
consultant for Torah Aura Productions.
Where Do I Grow? Elementary
The Art Problem
How can young students begin to
appreciate the connections between
art, science, and social studies?
Materials
6 x 9" ( 15 x 23 cm) watercolor
paper, tempera or watercolor cakes,
pictures of plants from a specific
geographic region
Procedures
1. Instruct students to select a pic-
ture card.
2. Distribute watercolor paper and
spend a few minutes enjoying the
texture and weight of the paper.
3. Using the selected card as a
guide, have students draw a con-
tour outline of the picture.
4. After receiving teacher guidance
and approval, students should dem-
onstrate proper painting techniques
while adding color to the picture.
5. Label the picture (in the native
tongue of where it grows, if pos-
sible).
Assessment
Can student identify the plant and
the region where it grows? Did the
students demonstrate good pencil
control and proper painting skills?
By Laurie Bellet, art specialist at
Oakland Hebrew Day School in
Oakland, California, and creative
consultant for Torah Aura Productions.
Command Central High School
The Art Problem
In his sketchbook, artist Jasper
Johns would write himself “com-
mands” to perform in order to
help him “focus on the making.”
He wrote, “It may be that focusing
on the making diminishes thinking
about what one intends the work
to mean, leaves the unconscious
with room in which to operate,
allows meaning to accrue without
interference.” In this challenge, stu-
dents will use commands as effec-
tive and fun tools for enhancing
their own innovative approach to
art and ensuring that their approach
to their work stays fresh.
Materials
commands, one each written on a
strip of paper, folded, and placed
in a bowl or basket (examples:
explode the drawing, zoom/crop
the drawing, etc.); previous artwork
or sketchbook drawings; miscel-
laneous other materials that corre-
spond with the commands
Procedures
1. Give a brief explanation of the
commands.
2. Ask each student to draw a com-
mand from the container and read
it aloud to the class. You may allow
students to trade commands if you
choose.
By Betsy DiJulio, a National
Board Certified art teacher at
Princess Anne High School in
Virginia Beach, Virginia.
Artwork credit: Roni Gordon, grade eleven.
