1. Onomatopoeia & Roy Lichtenstein
Art and Language
5th grade
IDEAS ORIGINATED BY Pam Jadue  from Artsonia 
ADAPTED BY KELLY S. ROTTER
materials: White drawing paper, Samples of Roy Lichtensteins "Varoom" and "Pop", markers, pencils and rulers, color wheel poster from art room
Color copy of the color wheel for each student

2. Procedure
procedure: 1. Pose the question What is Art? Discuss and list their ideas about what makes a creation art. 2.The students viewed and discussed the presentation on Roy Lichtenstein. We examined his pieces "Varoom" and "Pop" and identified elements that we believed demonstrated Art. Students saw samples of Ben-day dots and practiced the technique for adding color. Demonstrate how placing different colors next to each other will change how we perceive the brightness of the colors. (Example blue and green together will not look as bright as blue and orange) Encourage students to choose bright combinations. 3.Students had previously been introduced to Onomatopoeia's with Poetry writing in English class. Using what they already knew, each student chose an Onomatopoeia to use for this project. 4. Students drew out their word and added color using techniques that reminded them of Lichtensteins work. 5. We shared our final completed project.

3. Onomatopoeia is defined as a word, which imitates the natural sounds of a thing. It creates a sound effect that mimics the thing described, making the description more expressive and interesting. 

4. The buzzing bee flew away.
The sack fell into the river with a splash.
The books fell on the table with a loud thump.
He looked at the roaring sky.
The rustling leaves kept me awake.

5. Meow
Moo
Neigh
Tweet
Oink
Baa

6. Roy Lichtenstein was one of the most influential and innovative artists of the second half of the twentieth century. He is preeminently identified with Pop Art, a movement he helped originate, and his first fully achieved paintings were based on imagery lifted from comic strips and advertisements and rendered in a style mimicking the crude printing processes of newspaper reproduction. These paintings reinvigorated the American art scene and altered the history of modern art. Lichtenstein’s success was matched by his focus and energy.

11. LINE an element of design
a mark made by a pointed tool and is often defined as a moving DOT
suggests movement in a painting or drawing

18. What makes a picture Art?
How can you use dots and lines to make your work more interesting?
Look at the color wheel and choose colors that are opposite from each other to create bright combinations.
What color combinations will look bright?

19. The Ben-Day Dots printing process, named after illustrator and printer Benjamin Day, is similar to Pointillism. Depending on the effect, color and optical illusion needed, small colored dots are closely-spaced, widely-spaced or overlapping. Magenta dots, for example, are widely-spaced to create pink. 1950s and 1960s pulp comic books used Ben-Day dots in the four process colors (cyan, magenta, yellow and black) to inexpensively create shading and secondary colors such as green, purple, orange and flesh tones.
Ben-Day Dots were considered the hallmark of American artist Roy Lichtenstein, who enlarged and exaggerated them in many of his paintings and sculptures, especially his interpretations of contemporary comic book and magazine images. Other illustrators and graphic designers have used enlarged Ben- Day dots in print media for a similar effect.

24. Camping Crack! Crack! The fire crackles under the stars. Sizzle! Sizzle! The water sizzles above the fire. Crunch! Crunch! The campers crunching on potato chips. Click! Clack! Click! Clack! The tent poles clicking and clacking together. Rustle! Rustle! As we prepare our sleeping bags to go to sleep. Chirp! Chirp! The crickets say, “good-night”.

25. Learning Objectives Art concepts:
Demonstrate the use of onamonapia: The use or formation of words whose sound is intended to imitate the action or sound they mean
Demonstrate the use of color
Demonstrate an understanding of elements and principles of design:   color, contrast, pattern, shape and space
Explore connections between the various disciplines of language arts and the visual arts 
Explore the factual information in a visual way to suit different learning styles 

26. National Core Art Standards
Creating:   VA:Cr1.2 Investigate, Plan, Make: Generate and conceptualize artistic ideas and work 
Presenting:   VA:Pr6.1 Analyze: Convey meaning through the presentation of artistic work. 
Responding:   VARe.8.1 Perceive: Interpret intent and meaning in artistic work 
Connecting:   VACn10.1 Interpret: Synthesize and relate knowledge and personal experiences to make art 

27. Nevada Art Standards
VA: 1.0 Knowledge 1.3.3;   Students know and apply visual arts media, techniques, and processes. 
VA: 3.0 Content 3.3.2 
Students choose, apply, and evaluate a range of subject matter, symbols, and ideas. 
VA: 5.0 Interpretation 5.3.3 
Students analyze and assess characteristics, merits, and meaning in their own work and the work of others.