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Lesson 1: Silkscreen Printing

Andy Warhol: Color and Shape

Andy Warhol, Space Fruit: Still Lifes (Peaches), 1979, ©AWF

Students identify and discuss design elements, color and shape found in Warhol's work. This lesson contains Powerpoint presentations and online interactives to illustrate formal concepts.

Suggested Time Frame:

2-3 class periods

Objectives:

Students identify, describe, and discuss key aspects of Andy Warhol’s life and art
Students identify and discuss the design elements, color and shape
Students discuss the difference between the virtual and mechanical silkscreen printing process

Procedure

Screenshot of The Warhol Museum's Online Silkscreening Webpage: http://edu.warhol.org/silkscreen/main.html

Materials:

Pen	Paper
Digital projector	Handout: Color Terminology

Andy Warhol, Flowers, 1970, ©AWF

Introduce the project, examples and unit objectives.
Review color theory with students, asking what they know about color and shape. For example, students can write color terminology and definitions on the board, and then discuss the difference between objective and subjective color. Distribute the Color Terminology Handout for your students to use as a continuing reference tool.
Present virtual printing project here. Choose the flower example and walk through the project with your students. The difference between the virtual print process and what the students will be creating is that the underpainted layer of the flower is painted (virtually of course) in the virtual print process, while in this unit students will stencil print the first layers of their print, then print the photographic layer last.
Present and discuss: Andy Warhol: Biography and/or Pop Art PowerPoint.
Present and discuss: Andy Warhol: Color and Shape PowerPoint.
Self-assess after each day of presentations: on a small piece of paper, students should answer the following questions:

- What did you learn today that was new and interesting?

- What did you hope to learn but did not?

Assessment

Warhol Education Rubrics

Click the Warhol Rubric headers below to reveal associated rubrics to which this lesson applies.

Aesthetics

	Developing	Emerging	Proficient	Advanced	Exemplary
AE.2	Historical Aesthetics: understanding of aesthetic qualities of works of art as they relate to a historic period and the impact of technological advances on various artforms	Sees little or no influence that culture has on the forms and techniques of artmaking from a specific time period.	Recognizes how some works of art are visually and stylistically related to genres and periods in which they were created.	Identifies aesthetic qualities as they relate to works of art in specific time periods.	Makes comparisons between the historic styles of artwork from different time periods.	Applies knowledge of historical genres and aesthetics to their own artmarking or critique of an artwork.

Communication

	Developing	Emerging	Proficient	Advanced	Exemplary
CO.3	Listening and Speaking: Ability to express ideas and listen to others.	Somewhat organized, but off topic. Unable to respond adequately to questions from others or summarize others' conclusions or viewpoints.	Answers reveal a partial understanding of material. Misses some aspects of the topic and inconsistently comments on others statements.	Expresses ideas well. Listens and responds to peers thoughtfully and respectfully. Grasps concepts well enough to ask questions about what is still not understood.	Responds to questions accurately and with supporting facts that are engaging. Established eye contact and demonstrated an awareness of audiences’ needs. Demonstrates additional curiosity in subject.	Explores topic thoroughly providing multiple details, examples and supporting facts. Answers convey a deep understanding of topic. Highly responsive to audience. Active participation in discussion brings group learning to a higher level.

Creative Process

	Developing	Emerging	Proficient	Advanced	Exemplary
CP.2	Engagement: Actively listening, watching, responding, exploring, creating and reflecting on experiences.	Interest is limited and personal connection with subject matter or process is low.	Demonstrates curiosity in the project by asking questions and using answers to move forward in the creation of a work of art.	Seeks opportunities to enhance art work by applying more time, extra materials, help from others, etc.	Demonstrates acute focus in the act of creating and works without distractions. Is in the flow (Csikszentmihalyi).	Shares their experience, excitement and new ideas for a project in a way that inspires others.
CP.6	Observation: Experiencing works of art.	Description of visual data is inaccurate and is unaware of an artist's methods and creative intent.	Recognizes an increasing number of formal elements in works of art and attempts to interpret them using a wider range of perceptual methods.	Identifies significant qualities of an artwork and employs a wide range of sensorial and aesthetic methods to explore their own intuitive and aesthetic responses.	Compares and contrasts the aesthetic qualities of an artwork or visual data to infer meaning in a sophisticated manner. Is able to express own experience of visual data or a work of art creatively.	Conveys a comprehensive and nuanced understanding of an artwork. Able to hypothesize about the artist’s intent and to ask relevant questions for further research or inquiry.