Pop Art: 1960’s America
Instructor: Rhea Sprecher
Thursday, May 01, 2014 - Saturday, May 31, 2014
Section 2: August 1 - August 31, 2014
Instruction Mode: Internet-Asynchronous (Online Class)
Academic Level: K-12 Professional Development
Partner Course Fee: $695
This course has been carefully designed to introduce the teachers to the art of 1960’s America. The course will review the theoretical base and foundations of the Pop Art movement and its related basic principles and concepts. Pop Art embraced the common and everyday popular images of America, and this course will explore this important part of our history. The course will also focus on how this important part of Americana can be used to capture student interest to the end that student achievement can be strengthened and improved. A painting of a Campbell’s soup can or Coca Cola bottle became a piece of fine art to be displayed in an art museum as well as in endless advertisements. Who are these artists? Why did they create this art movement? Both will be reviewed in detail. Lots of ideas, materials, strategies and activities will be shared, analyzed and evaluated to the end that all will contribute to helping students of course participants achieve at higher levels.
As a result of participation in this course, participants should know, understand, synthesize and evaluate:
1. The relationship of the current cited research findings discussed in this course and the effect it can have on student classroom application that will have a direct effect on achievement as measured by the quality of assignments 1 and 4, readings, and rubrics 1A, 1B, 2A, 3A, 4A, 5A and 7A.
2. Synthesize the background, evolution, basic principles, theories, foundations and concepts of the Pop Art movement as measured by the quality of assignments 1 and 4, readings, and rubrics 1A and 1B.
3. Synthesize and evaluate the Pop Art movement and its place in 1960’s America movement as measured by the quality of assignments 1 and 4, readings, and rubrics 1A and 1B.
4. Evaluate the difference between Pop Art and the art it replaced (Abstract Art) movement as measured by the quality of assignment 4, readings, and rubric 1B.
5. Evaluate why Pop Art found a place in American Art movement as measured by the quality of assignment 4, readings, and rubrics 1B and 4A.
6. How to plan and apply student lesson plans for Pop Art projects as measured by the quality of assignments 2, 3 and 4, readings, and rubrics 2A, 3A and 5A.
7. The process of choosing the Pop Art subject and how to apply the materials to create their own Pop Art piece as measured by the quality of assignments 2 and 3, readings, and rubrics 2A, 3A and 5A.
8. How best to develop a Plan of Action which, using the vehicle of Pop Art, can have a direct effect on student achievement as measured by the quality of assignments 2 and 3, readings, rubrics 2A, 3A and 5A, and the final examination.
The required texts are:
• Livingstone, M. (2000). Pop art: A continuing history. New York, NY: Thames & Hudson.
• Francis, Mark, & Foster, Hal. (2011). Pop: Themes & movements. United Kingdom: Phaidon Press.
The total cost includes the NDSU graduate credit however textbook(s) are not included.
You will be directed to the IGS website for registration.