Lesson Plan: Linda Blackburn’s “Montana Territory”

This lesson plan contains the Texas TEKS for Elementary, Middle, and High School art teachers. Students will learn about Linda Blackburn’s use of Pop-Art and Post-Pop art movements in her watercolor painting Montana Territory. Then, the class will create their own watercolor Pop-Art painting that references their favorite pop-culture medium.

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If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.

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Linda Blackburn, Montana Territory, 2018, watercolor and gouache on paper, 18 inches X 24 inches, Tyler Museum of Art, Tyler, Texas.

Culture: American

Subject: Fine Art, Art History

Collection: Tyler Museum of Art’s Permanent Collection

Grades: Elementary School, Middle School and High School

Topics: Artistic Practices, Art History, Critical Thinking, and Pop Art

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Art Vocabulary

Activity Vocabulary:

Linda Blackburn:

• Linda Blackburn was an American Pop-Art and Post-Pop Artist who made paintings, prints, ceramics, and films.
• She was born in 1941 and she died in 2022.
• She received her Bachelors of Fine Arts from the University of Texas in Austin in 1962.
• Then, in 1965, she gained her Master of Arts degree at the University of California at Berkley.
• After studying at California, she married her husband Ed Blackburn, who is a famous Pop Art and Post-Pop artist.
• Her most recent work focused on western scenes, that were inspired by different western-themed movies.
  • The artworks are not a direct representation of a scene from a movie. Instead, Linda Blackburn used the movie to give inspiration of western ideas.
  • These western ideas will often include:
    • Deserts
    • Bandits
    • Horses, Carriages, and Stage Coaches
    • Fights with Cowboys
    • Cowboys Talking to Each Other
  • These artworks are painted in a loose style that does not preserve the small details.
    • Linda Blackburn explained that it is a a vague representation of a narrative, which was created by the artist.
• Her other works includes other Pop Culture references, such as:
  • Science Fiction Movies
  • Art Historical References
  • Ceramics with Art History and Western Imagery
  • John Wayne, A Notable Celebrity who Preforms in Western Movies
  • Nancy: Comic Strip
  • And, Common Motifs found in Older Movies

Pop-Art:

• An art movement where artists were inspired by movies, television, newspapers, comics, and music that are enjoyed by the public.
  • The artwork reflects the themes, genres, and ideas represented in these types of media.
  • The movement ranged between early 1950’s to the late 1960’s.

Post-Pop:

• Post-Pop is a movement that followed the Pop-Art movement, and it was a response to Minimalism created in the mid-1980’s.
• Artists under the Post-Pop movement will use images from popular culture, contemporary political imagery/ideas, and bold colors.
• The art of this movement exhibits humor, satire, and imaginary situations.
• While the movement celebrates Hollywood and popular culture, it also ridicules the imagery as a fake representation of reality.
• Narrative is non-existent and only “perceived” when a viewer tries to connect the various iconography in the composition to a main idea.

Watercolor:

• Watercolors are a type of paint that requires water to activate the pigments. When a little water is added, the colors are slightly opaque. However, when more water is added, the color become transparent. The artist can use water to blend the colors together to create subtle blends of hues. Watercolor paint is produced as a liquid paste and a dry cake of color. Either watercolor medium can be activated and used with water.

Gouache:

• Gouache is similar to watercolors, in that they are activated by water. However, they are more opaque than watercolors to allow a brighter pigment to be painted. Each color in gouache includes a white pigment base to help each color be opaque.

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Elements of Design:

• Artists use the elements of design to create the foundation of the artwork. The elements of art include: line, shape, form, space, color, and texture.

Line:

• An element of design; line is created on a surface with a pointed moving tool. Lines can range in size, width, texture, and presentation. Common types of line are vertical, horizontal, diagonal, zig-zag, and curved.

Shape:

• An element of design; shape is a two-dimensional enclosed space that represents either an organic shape or a geometric shape. Geometric shapes include squares, circles, rectangles, triangles and other standard geometric shapes. Organic shapes include natural non-geometric shapes that are developed from curvilinear lines.

Form:

• An element of design; form is a three-dimensional enclosed space that represents organic and geometric shapes in a third space. Geometric forms include cubes, spheres, triangular prisms, rectangular prisms, and cones. Organic shapes include three-dimensional forms observed in nature, such as trees, rivers, and rocks.

Space:

• An element of design; this term defines the surface area between, before, and behind an object in a composition.

Color:

• An element of design; this term defines the pigments used in a painting. Color can be organized into categories, such as: hues, values, complements, and intensity.

Texture:

• An element of design; this term defines an artwork’s surface. The artist’s use of the chosen medium creates either implied or actual texture.

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Principles of Design:

• Artists used principles of design to build upon the foundational elements of design. This includes the following: rhythm, movement, balance, proportion, variety, emphasis, and unity. 

Rhythm/ Pattern:

• A principle of design; this term defines the repetitive imagery and elements of design found in a composition.

Movement:

• A principle of design; this term defines the visual movement observed in a painting. This can be identified as kinetic movement or implied movement. Additionally, movement can be defined as how the viewer’s eye moves throughout the composition.

Balance:

• A principle of design; this term defines the arrangement of the presented imagery with the elements of design. It refers to either asymmetrical compositions or symmetrical compositions.

Proportion:

• A principle of design; this term defines the comparative size between objects in the composition. It can refer to the imagery within a painting or the size between a sculpture and a real object.

Variety:

• A principle of design; this term defines the combination of imagery, objects, and ideas in an artwork.

Emphasis:

• A principle of design; this term defines the most prominent area in a composition. The viewer’s eye is drawn to this point because the artist used a mixture of the elements and principles of design.

Unity:

• A principle of design; this term defines how the elements and principles of design are combined within a composition.

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Bibliography: Resources for Vocabulary and Lesson Plan

“Art Term: Pop Art.” Tate Modern. Updated 2022. Accessed June 14, 2022. https://www.tate.org.uk/art/art-terms/p/pop-art.

“Art Term: Watercolour.” Tate Modern. Updated 2022. Accessed June 24, 2022. https://www.tate.org.uk/art/art-terms/w/watercolour.

Fuentes, Jessica. “Linda Blackburn 1841 – 2022.” Glasstire Magazine. Updated January 25, 2022. Accessed June 14, 2022. https://glasstire.com/2022/01/25/linda-blackburn-1941-2022/.

“Interview with Ed and Linda Blackburn”. The Art Galleries at Texas Christian University. March 17, 2016, video, YouTube, 2:21. https://www.youtube.com/watch?v=xQ_rO2PJCFg.

“Linda Blackburn.” Artspace One Eleven. Updated 2021. Accessed June 14, 2022. https://artspace111.com/artists/25-linda-blackburn/biography/.

Littleton Studios. “The Technique of Vitreography: Littleton Studios.” Glass Is More! Magazine. Updated February 12, 2015. Accessed June 15, 2022. https://www.glassismore.com/core/content.php-&option=viewitem&id=42&rd=62&le=120&rg=.html.

Office of the Secretary of State. “§117.102: Art, Kindergarten, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=102.

Office of the Secretary of State. “§117.105: Art, Grade 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=105.

Office of the Secretary of State. “§117.108: Art, Grade 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=108.

Office of the Secretary of State. “§117.111: Art, Grade 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=111.

Office of the Secretary of State. “§117.114: Art, Grade 4, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=114.

Office of the Secretary of State. “§117.117: Art, Grade 5, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=117.

Office of the Secretary of State. “§117.202: Art, Middle School 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=202.

Office of the Secretary of State. “§117.203: Art, Middle School 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=203.

Office of the Secretary of State. “§117.204: Art, Middle School 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=204.

Office of the Secretary of State. “§117.302: Art, Level I, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=302.

Office of the Secretary of State. “§117.303: Art, Level II, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=303.

Office of the Secretary of State. “§117.304: Art, Level III, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=304.

Office of the Secretary of State. “§117.305: Art, Level IV, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=305.

“Pop, Neo-Pop, and Post-Pop.” 20 Stair Gallery. Updated 2022. Accessed June 14, 2022. https://www.stairgalleries.com/news-insights/insights/pop-neo-pop-and-post-pop/.

Ragan, Rosalins. “Elements of Art.” In Art Talk, 61 – 211. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Ragan, Rosalins. “The Principles of Design.” In Art Talk, 211 – 347. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Star-Telegram. “Linda Blackburn Obituary: 1941 – 2022.” Legacy. Updated April 3, 2022. Accessed June 14, 2022. https://www.legacy.com/us/obituaries/dfw/name/linda-blackburn-obituary?id=33999176.

“Tuesday Evenings at the Modern – Linda and Ed Blackburn in Conversation with Mark Thistlethwaite.” Modern Art Museum of Fort Worth. September 27, 2017, video, YouTube, 1:00:41. https://www.youtube.com/watch?v=aZsM0MVJE2E.

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Elementary School Lesson plan

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Goals:

Elementary School Students of all levels will be able to do the following:

• Identify the principles of design used in the artwork;
• Identify the elements of design used in the artwork;
• Identify and define Pop-Art artworks;
• Use watercolors and/or gouache to create a painting;
• Reference a subject, idea, or character from a favorite popular media in an artwork;
• Create a watercolor Pop-Art artwork;
• And, identify and create a written response as to what is the importance and purpose of Pop-Art.

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Texas Elementary School TEKS:

Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade

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Kindergarten:

• §117.102.b.1.B
  • Foundations: Observation and Perception:
    • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment.
• §117.102.b.2. A / B
  • Creative Expression:
    • create artworks using a variety of lines, shapes, colors, textures, and forms;
    • arrange components intuitively to create artworks;
• §117.102.b.3. A / B / D
  • Historical and Cultural Relevance:
    • identify simple subjects expressed in artworks;
    • identify the uses of art in everyday life;
    • relate visual art concepts to other disciplines.
• §117.102.b.4.A / B / C
  • Critical Evaluation and Response:
    • express ideas about personal artworks or portfolios;
    • express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;

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First Grade:

• §117.105.b.1.B
  • Foundations: Observation and Perception:
    • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including emphasis, repetition/pattern, and balance, in nature and human-made environments.
• §117.105.b.2. A / B
  • Creative Expression:
    • invent images that combine a variety of lines, shapes, colors, textures, and forms;
    • place components in orderly arrangements to create designs;
• §117.105.b.3. A / B / C
  • Historical and Cultural Relevance:
    • identify simple ideas expressed in artworks through different media;
    • demonstrate an understanding that art is created globally by all people throughout time;
    • discuss the use of art in everyday life;
• §117.105.b.4.A / B
  • Critical Evaluation and Response:
    • explain ideas about personal artworks;
    • identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers.

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Second Grade:

• §117.108.b.1.B
  • Foundations: Observation and Perception:
    • identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.
• §117.108.b.2. A / B
  • Creative Expression:
    • express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space;
    • create compositions using the elements of art and principles of design;
• §117.108.b.3. A / B / C
  • Historical and Cultural Relevance:
    •  interpret stories, content, and meanings in a variety of artworks;
    • examine historical and contemporary artworks created by men and women, making connections to various cultures;
    • analyze how art affects everyday life and is connected to jobs in art and design;
• §117.108.b.4. A / B
  • Critical Evaluation and Response:
    • support reasons for preferences in personal artworks;
    • compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;

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Third Grade:

• §117.111.b.1.A / B / C
  • Foundations: Observation and Perception:
    • explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.111.b.2. A / B
  • Creative Expression
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design;
• §117.111.b.3. A / B / C
  • Historical and Cultural Relevance:
    • identify simple main ideas expressed in artworks from various times and places;
    • compare and contrast artworks created by historical and contemporary men and women, making connections to various cultures;
    • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers;
• §117.111.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
    • use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Fourth Grade:

• §117.114.b.1.A / B / C
  • Foundations: Observation and Perception:
    • explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.114.b.2. A / B
  • Creative Expression:
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design; and
• §117.114.b.3. A / B / C
  • Historical and Cultural Relevance:
    • compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions;
    •  compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;
    • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers;
• §117.114.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists.
    • use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Fifth Grade:

• §117.117.b.1.A / B / C
  • Foundations: Observation and Perception:
    • develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.117.b.2. A / B
  • Creative Expression:
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design;
• §117.117.b.3. A / B / C
  • Historical and Cultural Relevance:
    • compare the purpose and effectiveness of artworks from various times and places, evaluating the artist’s use of media and techniques, expression of emotions, or use of symbols;
    • compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;
    • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; 
• §117.117.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;
    • use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Elementary School Art Activities

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Questions for Elementary School Students:

1. Examine Linda Blackburn’s Montana Territory. Identify where each element of art is located in the art.
2. Examine Linda Blackburn’s Montana Territory. Identify where each principle of art is located in the art.
3. What is Pop-Art?
4. Give an example of Pop-Art you have seen in movies, television, magazines, newspapers, or online?
5. Is Pop-Art important? Why or why not?

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Activity: Elementary School Fine Arts

• Activity Setting: Classroom
• Materials: pencils, watercolor paper, watercolor paint, paint brushes, water cups, and paper towels.
• Subject: Pop-Art, Art History, Popular Culture, Painting
• Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Duration: 1 – 2 Week Project (5 – 10 days)

The students will learn about Linda Blackburn’s Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will create their own Pop-Art watercolor painting that references their favorite subject, idea, or character from their favorite popular media. First, the students will determine what media they want to reference. Each student will use a pencil to sketch their design on watercolor paper. On the back of the paper, the student will specify which show/movie/song/etc. that is being referenced along with their name and date. Once the artwork is approved by the teacher, the student can begin painting their artwork.

The teacher will give the student a paintbrush, a watercolor paint in a paint palette, a paper towel to clean the brush, and a cup of water. Alternatively, the teacher can use wet hand wipes to clean the brushes. The students will paint their drawings that were approved by the teacher. When the students have finished painting their artwork, the teacher can choose to hang the artworks in the hallway to show the different references to popular culture.

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Activity: Elementary School Art History

• Activity Setting: Classroom
• Materials: Pencil/ Pen on Paper or Word Document
• Subject: Art History, Pop-Art, Linda Blackburn’s Post-Pop Style, Art Discussion
• Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Duration: 1 Day Art History Response

The students will learn about Linda Blackburn’s painting Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will answer the following question: “What is the purpose of Pop-Art?”. The students will write a least a page discussing their reasoning of the question. The 4^th grade – 5^th grade students are required to find one educational source to support their argument.

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Middle School Lesson Plan

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Goals:

Middle School Students of all Levels will be able to do the following:

• Identify the principles of design used in the artwork;
• Identify the elements of design used in the artwork;
• Identify and define Pop-Art artworks;
• Use watercolors and/or gouache to create a painting;
• Reference a subject, idea, or character from a favorite popular media in an artwork;
• Create a watercolor and/or gouache Pop-Art artwork;
• Understand what a Copyright it in a piece of media;
• Understand how to reference popular media without violating the original artist’s Copyright;
• And, identify and create a written response as to what is the importance and purpose of Pop-Art.

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Texas Middle School TEKS:

Art 1, Art 2, Art 3

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Art 1:

• §117.202.c.1.A / B / C / D
  • Foundations: Observation and Perception:
    • identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
    • understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;
    • understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately;
    • discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
• §117.202.c.1.A / B
  • Creative Expression:
    • create original artworks based on direct observations, original sources, personal experiences, and the community;
    • apply the art-making process to solve problems and generate design solutions;
• §117.202.c.3.A / B / C / D
  • Historical and Cultural Relevance:
    • identify the influence of historical and political events in artworks;
    • identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
    • explain the relationships that exist between societies and their art and architecture;
    • explore career and avocational opportunities in art such as various design, museum, and fine arts fields.
• §117.202.c.4.A / B / D
  • Critical Evaluation and Response
    • create written or oral responses to artwork using appropriate art vocabulary;
    • analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

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Art 2:

• §117.203.b.1.A / B / C / D
  • Foundations: Observation and Perception:
    • identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
    • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
    • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
    • understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
• §117.203.b.1.A / C / D
  • Creative Expression:
    • create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;
    • apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
    • use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination.
• §117.203.b.3.A / B / C / D
  • Historical and Cultural Relevance:
    • analyze ways that global, cultural, historical, and political issues influence artworks;
    • analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
    • compare and contrast relationships that exist between a society’s art and its music, literature, and architecture;
    • identify career and avocational choices in art such as various design, museum, and fine arts fields.
• §117.203.b.4.A / B / D
  • Critical Evaluation and Response:
    • create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
    • analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

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Art 3:

• §117.203.b.1.A / B / C / D
  • Foundations: Observation and Perception:
    • identify and illustrate concepts from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international;
    • evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
    • evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
    • compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.
• §117.203.b.1.A / C / D
  • Creative Expression:
    • create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;
    • create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
    • use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination;
• §117.203.b.3.A / B / C / D
  • Historical and Cultural Relevance:
    • analyze ways in which global, contemporary, historical, and political issues have influenced art;
    • analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
    • evaluate the relationships that exist among a society’s art, music, theatre, and dance;
    • compare and contrast career and avocational opportunities in art such as various design, museum, and fine arts fields.
• §117.203.b.4.A / C
  • Critical Evaluation and Response:
    • create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
    • investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

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Middle School Art Activities

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Questions for Middle School Students:

1. Examine Linda Blackburn’s Montana Territory. Identify where each element of art is located in the art.
2. Examine Linda Blackburn’s Montana Territory. Identify where each principle of art is located in the folk art.
3. What is Pop-Art?
4. Give an example of Pop-Art you have seen in movies, television, magazines, newspapers, or online?
5. Is Pop-Art important? Why or why not?
6. What is a Copyright?
7. Why is it important for an artist to have a Copyright?
8. How do you reference a piece of media in popular culture without violating the original artist’s Copyright?

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Activity: Middle School Fine Arts

• Activity Setting: Classroom
• Materials: pencils, watercolor paper, watercolor paint, paint brushes, water cups, and paper towels.
• Subject: Pop-Art, Art History, Popular Culture, Painting
• Texas TEKS: Art 1, Art 2, Art 3
• Duration: 1 – 2 Week Project (5 – 10 days)

The students will learn about Linda Blackburn’s Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will create their own Pop-Art watercolor painting that references their favorite subject, idea, or character from their favorite popular media. First, the students will determine what media they want to reference. Each student will use a pencil to sketch their design on watercolor paper. On the back of the paper, the student will specify which show/movie/song/etc. that is being referenced along with their name and date. Once the artwork is approved by the teacher, the student can begin painting their artwork.

The teacher will give the student a paintbrush, a watercolor paint in a paint palette, a paper towel to clean the brush, and a cup of water. Alternatively, the teacher can use wet hand wipes to clean the brushes. The students will paint their drawings that were approved by the teacher. When the students have finished painting their artwork, the teacher can choose to hang the artworks in the hallway to show the different references to popular culture. Alternatively, the teacher can have the students present their artworks to the class.

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Activity: Middle School Art History

• Activity Setting: Classroom
• Materials: Pencil/ Pen on Paper or Word Document
• Subject: Art History, Pop-Art, Linda Blackburn’s Post-Pop Style, Art Discussion
• Texas TEKS: Art 1, Art 2, Art 3
• Duration: 1 Day Art History Response

The students will learn about Linda Blackburn’s Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will answer the following question: “What is the purpose of Pop-Art?”. The students will write a least a page discussing their reasoning of the question. The students are required to find one educational source to support their argument. They need to cite their source using MLA format, unless the teacher requires the students to use a different citation style.

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High School Lesson Plans

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Goals:

High School Students of all Levels will be able to do the following:

• Identify the principles of design used in the artwork;
• Identify the elements of design used in the artwork;
• Identify and define Pop-Art artworks;
• Use watercolors and/or gouache to create a painting;
• Reference a subject, idea, or character from a favorite popular media in an artwork;
• Create a watercolor and/or gouache Pop-Art artwork;
• Understand what a Copyright it in a piece of media;
• Understand how to reference popular media without violating the original artist’s Copyright;
• And, identify and create a written response as to what is the importance and purpose of Pop-Art.

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Texas High School TEKS:

Art Level I, Level II, Level III, and Level IV

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Level I:

• §117.302.c.1.A / B / C / D
  • Foundations: Observation and Perception:
    • consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
    • identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
    • identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
    • make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.
• §117.302.c.2.A / C / D / F
  • Creative Expression:
    • use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;
    • use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
    • create original artwork to communicate thoughts, feelings, ideas, or impressions;
    • demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
• §117.302.c.3.A / B / D
  • Historical and Cultural Relevance
    • compare and contrast historical and contemporary styles while identifying general themes and trends;
    • describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;
    • compare and contrast career and avocational opportunities in art.
• §117.302.c.4.A / B / D
  • Critical Evaluation and Response
    • interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
    • evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

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Level II:

• §117.303.c.1.A / B / C / D
  • Foundations: Observation and Perception:
    • use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;
    • identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;
    •  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks;
    • explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.
• §117.303.c.2.A / C / D / F
  • Creative Expression:
    • create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
    • use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
    •  create original artwork to communicate thoughts, feelings, ideas, or impressions;
    • select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.
• §117.303.c.3.A / B / D
  • Historical and Cultural Relevance:
    • examine selected historical periods or styles of art to identify general themes and trends;
    • analyze specific characteristics in artwork from a variety of cultures;
    • examine and research career, entrepreneurial, and avocational opportunities in art.
• §117.303.c.4.A / B / C / E
  • Critical Evaluation and Response:
    • interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
    • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • use responses to artwork critiques to make decisions about future directions in personal work;
    • select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

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Level III:

• §117.304.c.1.A / B / C / D
  • Foundations: Observation and Perception:
    • analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
    • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
    • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
    • explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
• §117.304.c.2.A / C / D / F
  • Creative Expression:
    • create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
    • use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
    • create original artwork to communicate thoughts, feelings, ideas, or impressions;
    • select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
• §117.304.c.3.A / B / D
  • Historical and Cultural Relevance:
    • research selected historical periods, artists, general themes, trends, and styles of art;
    • distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
    • examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.
• §117.304.c.4.A / B / C / D / F
  • Critical Evaluation and Response:
    • interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
    • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;
    • use responses to artwork critiques to make decisions about future directions in personal work;
    • select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

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Level IV:

• §117.305.c.1.A / B / C / D
  • Foundations: Observation and Perception:
    • consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;
    • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
    • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
    • discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
• §117.305.c.2.A / C / D / F
  • Creative Expression:
    • produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;
    • use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
    • create original artwork to communicate thoughts, feelings, ideas, or impressions;
    • create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
• §117.305.c.3.A / B / D
  • Historical and Cultural Relevance:
    • research and report on selected historical periods, artists, general themes, trends, and styles of art;
    • analyze and evaluate the influence of contemporary cultures on artwork;
    • examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.
• §117.305.c.4.A / B / C / D / F
  • Critical Evaluation and Response:
    • develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;
    • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
    • analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;
    • use responses to artwork critiques to make decisions about future directions in personal work;
    • evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

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High School Art Activity

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Questions for High School Students:

1. Examine Linda Blackburn’s Montana Territory. Identify where each element of art is located in the art.
2. Examine Linda Blackburn’s Montana Territory. Identify where each principle of art is located in the folk art.
3. What is Pop-Art?
4. Give an example of Pop-Art you have seen in movies, television, magazines, newspapers, or online?
5. Is Pop-Art important? Why or why not?
6. What is a Copyright?
7. Why is it important for an artist to have a Copyright?
8. How do you reference a piece of media in popular culture without violating the original artist’s Copyright?

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Activity: High School Fine Arts

• Activity Setting: Classroom
• Materials: pencils, watercolor paper, watercolor paint, paint brushes, water cups, and paper towels.
• Subject: Pop-Art, Art History, Popular Culture, Painting
• Texas TEKS: Art Level I, Level II, Level III, and Level IV
• Duration: 1 – 2 Week Project (5 – 10 days)

The students will learn about Linda Blackburn’s Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will create their own Pop-Art watercolor painting that references their favorite subject, idea, or character from their favorite popular media. First, the students will determine what media they want to reference. Each student will use a pencil to sketch their design on watercolor paper. On the back of the paper, the student will specify which show/movie/song/etc. that is being referenced along with their name and date. Once the artwork is approved by the teacher, the student can begin painting their artwork.

The teacher will give the student a paintbrush, a watercolor paint in a paint palette, a paper towel to clean the brush, and a cup of water. Alternatively, the teacher can use wet hand wipes to clean the brushes. The students will paint their drawings that were approved by the teacher. When the students have finished painting their artwork, the teacher can choose to hang the artworks in the hallway to show the different references to popular culture. Alternatively, the teacher can have the students present their artworks to the class.

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Activity: High School Art History

• Activity Setting: Classroom
• Materials: Pencil/ Pen on Paper or Word Document
• Subject: Pop-Art, Art History, Popular Culture, Painting
• Texas TEKS: Art Level I, Level II, Level III, and Level IV
• Duration: 1 – 2 Week Project (5 – 10 days)

The students will learn about Linda Blackburn’s Montana Territory and her style of Pop-Art and Post-Pop. Then, the students will answer the following question: “What is the purpose of Pop-Art?”. The students will write a least a page discussing their reasoning of the question. The students are required to find one educational source to support their argument. They need to cite their source using MLA format, unless the teacher requires the students to use a different citation style.

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