Onomatopoeia Art Lesson Plan
Lesson: Onomatopoeia Pop Art
Integrated subject: English/Language Arts
Grade: 6
Projected Time: 5 sessions; 40 minutes per session
Lesson Overview:
Students will learn about the literary element onomatopoeia in ELA class. Students will learn that literary elements can be used to make a work of art, combining ELA and Art; visually creating an onomatopoeia may help students better understand the definition and learn that core subjects are not separate from the arts. Students will also learn about the Pop Art movement and artist Roy Lichtenstein. Students will create a work of art using an onomatopoeia word in the Pop Art style of Roy Lichtenstein.
Image of Teacher Exemplar:
Integrated subject: English/Language Arts
Grade: 6
Projected Time: 5 sessions; 40 minutes per session
Lesson Overview:
Students will learn about the literary element onomatopoeia in ELA class. Students will learn that literary elements can be used to make a work of art, combining ELA and Art; visually creating an onomatopoeia may help students better understand the definition and learn that core subjects are not separate from the arts. Students will also learn about the Pop Art movement and artist Roy Lichtenstein. Students will create a work of art using an onomatopoeia word in the Pop Art style of Roy Lichtenstein.
Image of Teacher Exemplar:
Visual Culture Connection:
Elementary students see images and hear examples of onomatopoeia in everyday life. Examples range from digital comic books, such as "Avengers" by Jonathan Hickman, "Ultron" by Katherine Immonen, cartoons and regular comic books. Most students will be able to identify and relate to these types representations of onomatopoeia.
Elementary students see images and hear examples of onomatopoeia in everyday life. Examples range from digital comic books, such as "Avengers" by Jonathan Hickman, "Ultron" by Katherine Immonen, cartoons and regular comic books. Most students will be able to identify and relate to these types representations of onomatopoeia.
Vocabulary:
Onomatopoeia –
Definition:
The term ‘onomatopoeia’ refers to words whose very sound is very close to the sound they are meant to depict. In other words, it refers to sound words whose pronunciation to the actual sound/noise they represent.
Example:
Words such as grunt, huff, buzz and snap are words whose pronunciation sounds very similar to the actual sounds these words represent. In literature such words are useful in creating a stronger mental image. For instance, sentences such as “the whispering of the forest trees” or “the hum of a thousand bees” or “the click of the door in the nighttime” create vivid mental images.
Figurative Language- speech or writing that departs from literal meaning in order to achieve a special effect or meaning,speech or writing employing figures of speech
Pop Art – an art movement that began in the U.S. in the 1950s and reached its peak of activity in the 1960s, chose as its subject matter the anonymous, everyday, standardized, and banal iconography in American life, as comic strips, billboards, commercial products, and celebrity images, and dealt with them typically in such forms as outsize commercially smooth paintings, mechanically reproduced silkscreens, large-scale facsimiles, and soft sculptures.
Primary colors – red, yellow and blue
Secondary colors – made from mixing two primary colors. The secondary colors are orange, purple/violet, and green
Reality- the quality or state of being real
Visual Art- the arts created primarily for visual perception, as drawing, graphics, painting, sculpture, and the decorative arts.
Font - an assortment or set of type or characters all of one style and sometimes one size
The Ben-Day Dots - printing process, named after illustrator and printer Benjamin Henry Day, Jr., is a technique dating from 1879. Depending on the effect, color and optical illusion needed, small colored dots are closely spaced, widely spaced or overlapping.
Standards:
Grade 6, Reading, Approved 2008
Standard 6-1
The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicator 6-1.3
Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
Indicator 6-1.7
Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
Grade 6, Visual Arts, Approved 2010
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA6-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator VA6-2.4
Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicator VA6-3.1
Identify and describe the content in a work of visual art.
Standard 4
The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.
Indicator VA6-4.1
Identify artworks from various cultures and recognize ways in which those works were influenced by man-made and natural factors.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator VA6-6.1
Analyze the similarities and differences between the visual arts and other arts disciplines.
Objectives:
Students will be able to:
1. Recognize characteristics of the Pop Art Movement, particularly the work of artist Roy Lichtenstein
2. Define the literary element Onomatopoeia
3. Create a piece of art inspired by the Pop Art movement using an onomatopoeia.
4. Summarize how figurative language is used in everyday life and artwork.
Procedure:
Day 1:
o Dots/Benday Dots
o Action/Action Words
Day 2 and 3
Day 4 and 5
Procedures for the Teacher workshop:
Artists or Art History Focus:
Artists: Roy Lichtenstein
Periods/Movements: Pop Art
Elements/Principles: Emphasis, Movement
Media: Marker, Mixed Media, Paper
Cross-Curriculum: English/Language Arts
Resources for Motivation:
•“Blam” and “Whaam” by Roy Lichtenstein
•Age appropriate comic books
Roy Lichtenstein (October 27, 1923 – September 29, 1997) was an American pop artist. During the 1960s, his paintings were exhibited at the Leo Castelli Gallery in New York City and, along with Andy Warhol, Jasper Johns, James Rosenquist, and others. He became a leading figure in the new art movement. His work defined the basic premise of pop art better than any other through parody. Favoring the old-fashioned comic strip as subject matter, Lichtenstein produced hard-edged, precise compositions that documented while it parodied often in a tongue-in-cheek humorous manner. His work was heavily influenced by both popular advertising and the comic book style. He described pop art as, "not 'American' painting but actually industrial painting".
Famous Works:
Onomatopoeia –
Definition:
The term ‘onomatopoeia’ refers to words whose very sound is very close to the sound they are meant to depict. In other words, it refers to sound words whose pronunciation to the actual sound/noise they represent.
Example:
Words such as grunt, huff, buzz and snap are words whose pronunciation sounds very similar to the actual sounds these words represent. In literature such words are useful in creating a stronger mental image. For instance, sentences such as “the whispering of the forest trees” or “the hum of a thousand bees” or “the click of the door in the nighttime” create vivid mental images.
Figurative Language- speech or writing that departs from literal meaning in order to achieve a special effect or meaning,speech or writing employing figures of speech
Pop Art – an art movement that began in the U.S. in the 1950s and reached its peak of activity in the 1960s, chose as its subject matter the anonymous, everyday, standardized, and banal iconography in American life, as comic strips, billboards, commercial products, and celebrity images, and dealt with them typically in such forms as outsize commercially smooth paintings, mechanically reproduced silkscreens, large-scale facsimiles, and soft sculptures.
Primary colors – red, yellow and blue
Secondary colors – made from mixing two primary colors. The secondary colors are orange, purple/violet, and green
Reality- the quality or state of being real
Visual Art- the arts created primarily for visual perception, as drawing, graphics, painting, sculpture, and the decorative arts.
Font - an assortment or set of type or characters all of one style and sometimes one size
The Ben-Day Dots - printing process, named after illustrator and printer Benjamin Henry Day, Jr., is a technique dating from 1879. Depending on the effect, color and optical illusion needed, small colored dots are closely spaced, widely spaced or overlapping.
Standards:
Grade 6, Reading, Approved 2008
Standard 6-1
The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicator 6-1.3
Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
Indicator 6-1.7
Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
Grade 6, Visual Arts, Approved 2010
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA6-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator VA6-2.4
Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicator VA6-3.1
Identify and describe the content in a work of visual art.
Standard 4
The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.
Indicator VA6-4.1
Identify artworks from various cultures and recognize ways in which those works were influenced by man-made and natural factors.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator VA6-6.1
Analyze the similarities and differences between the visual arts and other arts disciplines.
Objectives:
Students will be able to:
1. Recognize characteristics of the Pop Art Movement, particularly the work of artist Roy Lichtenstein
2. Define the literary element Onomatopoeia
3. Create a piece of art inspired by the Pop Art movement using an onomatopoeia.
4. Summarize how figurative language is used in everyday life and artwork.
Procedure:
Day 1:
- Introduce students to Pop Art and Artist Roy Lichtenstein
- What types of things do you notice about his art?
o Dots/Benday Dots
o Action/Action Words
- Introduce students to the literary term onomatopoeia, define onomatopoeia and give examples of words that make sounds such as buzz, ka-ching, slurp, boom, buzz, bing, pow, etc.
- Give each students a copy of a comic book and split them into groups. As a group have them pick out as many onomatopoeia words as they can and write them down in five minutes. Share with the class.
- Students will be given old dictionaries to collage an 9 x18 sheet of drawing paper. Teacher will model ripping and collaging technique.
- Each student within the group will be creating their own work.
Day 2 and 3
- Review the word onomatopoeia and it’s meaning. Students will finish gluing white paper with dictionary pages. Once done set aside and dry.
- Students will choose the word they wish to create in the pop art style. The teacher will demonstrate how the written word should contain characteristics of it’s self. For example, the word splash should be very rounded where the word buzz would be jagged.
- Students should choose the color they would like to create the word in and outline the word in pencil. One the design is finalized students will outline and add boldness to the outline in sharpie.
Day 4 and 5
- Students will cut collaged dictionary page to enhance their word such as a jagged, rounded, big or small edge, etc.
- Students will finish their pop art word and cut that out. Students will choose another primary color to mount this word on. Both pieces will then be mounted to the third primary color that has not been used.
- Students may then enhance the outside of their word with splatters, lightening bolts, star bursts etc.
- When all pieces are done as a class we will critique the work.
Procedures for the Teacher workshop:
- Prior to beginning the lesson, I will pass out all materials needed (2 minutes):
- Review the word onomatopoeia and it’s meaning (2 minutes).
- Introduction to Roy Lichtenstein's work (power point presentation) (3 minutes).
- I will display the examples of the Onomatopoeia on the white board.
- Participants will be given collaged with newspaper pieces 9 x18 sheet of drawing paper.
- Participants will choose the word they wish to create in the pop art style. The teacher will demonstrate how the written word should contain characteristics of it’s self. For example, the word splash should be very rounded where the word buzz would be jagged.
- Participants should choose the color they would like to create the word in and outline the word in pencil. Once the design is finalized students will outline and add boldness to the outline in sharpie (5 minutes).
- Participants will cut collaged dictionary page to enhance their word such as a jagged, rounded, big or small edge, etc (3 minutes).
- Participants will finish their pop art word and cut that out (5 minutes).
- Participants will choose another primary color to mount this word on. Both pieces will then be mounted to the third primary color that has not been used (5 minutes).
- Students may then enhance the outside of their word with splatters, lightening bolts, star bursts etc (5 minutes).
Artists or Art History Focus:
Artists: Roy Lichtenstein
Periods/Movements: Pop Art
Elements/Principles: Emphasis, Movement
Media: Marker, Mixed Media, Paper
Cross-Curriculum: English/Language Arts
Resources for Motivation:
•“Blam” and “Whaam” by Roy Lichtenstein
•Age appropriate comic books
Roy Lichtenstein (October 27, 1923 – September 29, 1997) was an American pop artist. During the 1960s, his paintings were exhibited at the Leo Castelli Gallery in New York City and, along with Andy Warhol, Jasper Johns, James Rosenquist, and others. He became a leading figure in the new art movement. His work defined the basic premise of pop art better than any other through parody. Favoring the old-fashioned comic strip as subject matter, Lichtenstein produced hard-edged, precise compositions that documented while it parodied often in a tongue-in-cheek humorous manner. His work was heavily influenced by both popular advertising and the comic book style. He described pop art as, "not 'American' painting but actually industrial painting".
Famous Works:
Evaluation:
- Students can verbalize what the word onomatopoeia means
- Students learned about the Pop Art Movement and Pop Artist Roy Lichtenstein.
- Students have created a work of art that resembles the Pop Art Style using the Primary Colors
- Students participate in a class critique about the successful/unsuccessful works of art.
- Students understand how figurative language is used in everyday life and artwork.
- 9 x 18 drawing paper
- 9 x 18 sheets of blue, yellow, and red construction paper
- Old dictionaries or newspapers
- Glue sticks
- Black Sharpies for each student
- Color pencils/ crayons or markers for each student
- Pencils for each student
- PowerPoint on Onomatopoeia
- String for binding of class book
- 3-ring hole punch
Resources:
- South Carolina Visual Arts Standards, found at http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf.
- Common Core ELA Standards, found at http://www.corestandards.org/ELA-Literacy/RI/4
- Information about pop-artist Roy Lichtenstein, found at http://www.biography.com/people/roy-lichtenstein-9381678
- Onomatopoeia Art lesson idea, found at http://artisandesarts.blogspot.com/2011/11/onomatopoeia-art.html
- PowerPoint on figurative language/ onomatopoeia
- Lichtenstein comic onomatopoeia examples: http://middlepopart.wikispaces.com/file/view/Art-+Lichtenstein+lesson.pdf
Reflection:
We had a great time making Onomatopoeia Art. During the whole lesson I was trying to make sure, students grasped the concept of Onomatopoeia, and I think they got it. During the presentation I have noticed that Elmer's Glue works much better than a Glue Stick for attaching the words to the final color base. Also, one of my classmates gave me a great idea to make just one collage paper and then make copies of it, instead of making 20 separate collage papers (very time consuming).
I found it very helpful to have visual steps on the white board, as students always could refer to it if they had any questions. Unfortunately, I found that 30 minutes was not enough to fully introduce students to Roy Lichtenstein and his work, so it is better to have a separate lesson for it. Another thing I realized, that you have to repeat procedure steps several times, all that because students cannot concentrate on doing the project and listening to the teacher at the same time, therefore some of them do not hear the teacher's explanations. Overall, I had a great experience and hope that some of my classmates will use that project in their future teaching.
We had a great time making Onomatopoeia Art. During the whole lesson I was trying to make sure, students grasped the concept of Onomatopoeia, and I think they got it. During the presentation I have noticed that Elmer's Glue works much better than a Glue Stick for attaching the words to the final color base. Also, one of my classmates gave me a great idea to make just one collage paper and then make copies of it, instead of making 20 separate collage papers (very time consuming).
I found it very helpful to have visual steps on the white board, as students always could refer to it if they had any questions. Unfortunately, I found that 30 minutes was not enough to fully introduce students to Roy Lichtenstein and his work, so it is better to have a separate lesson for it. Another thing I realized, that you have to repeat procedure steps several times, all that because students cannot concentrate on doing the project and listening to the teacher at the same time, therefore some of them do not hear the teacher's explanations. Overall, I had a great experience and hope that some of my classmates will use that project in their future teaching.
Examples of Student's Work: