1. art and entertainment
2. visual art and design
3. painting

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Pizza Box Biographies
A mixed-media homage to artists
A FunArtLessons.com
ART UNIT
By Kari Wilson
48 page Art Unit appropriate for students age 8-16 in art classes, scout groups,
recreation classes, after school clubs, independent study, home school settings
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Included in this PowerPoint
Teacher Section
Student Section begins on page 20
 About the Author
 FunArtLessons.com art unit
 “I Can” statements*
 Guiding Question
 Project Description
 Journal Response Topics
 Research Task*
 ArtStart activities
 Project Directions
 Assessment Guide*
 Self-Critique*
 Artist’s Statement*
components
 How to use this Power Point:
book or slideshow
 National Standards
 I Can Statements:
learning goals and objectives
 Lesson Sequence Chart
 Supplies List
 Art Words: vocabulary
 Student Gallery
*Copy master included.
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About the Author
•
•
•
Kari Wilson has been an educator for over twenty years,
teaching first through sixth grades as well as middle
school language arts and social studies. Her current
passion is teaching art at a public middle school in
Grand Rapids, Michigan. Kari's own education includes
a Bachelor of Fine Arts from San Francisco State
University, a Master of Fine Arts from the University of
Arizona, and a Master of Education, along with teaching
credentials.
Kari stepped out of the classroom for several years to
serve as a Curriculum Associate in a large California
school district, where she developed a variety of
programs from “Back to School with Basic Health and
Safety” to “The Achievement Club,” a program designed
to help struggling readers. This program received the
Golden Bell award from the California School Boards
Association. As a member of the California History
Social Science Project (CHSSP), Kari was involved in the
development and implementation of numerous social
studies units. Kari’s unit, Child Work in Colonial Days,
was published by the UCLA branch of CHSSP.
Kari has continued exploring her interest in history as a
recent participant in a Gilder Lehrman summer institute
at the Woodrow Wilson Presidential Library, where she
engaged in research for the development of a series of
civics lessons which include integrated art activities.
These lessons on the Core Democratic Values, as well as
her other curriculum units for preschool through 10th
grade, are available online at FunLessonplans.com, a
companion site to FunArtLessonplans.com.
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FunArtLessons
Art Unit Components
Guiding Question
The guiding question provides “food for thought” to
help connect the project to a larger philosophical
discussion.
Journal Response Topics
Students write responses in their sketchbooks and
share with partners and group mates. This process
helps enrich class discussion and helps students plan
their project.
Art Start
ArtStart is a series of independent activities which
provide exercise in basic art skills and concepts
needed for the unit project. Students work
independently in their sketchbook the first 10-15
minutes of class.
Research
The research component encourages students to
explore cultural, historical and environmental
connections between the unit project and the world
beyond the classroom.
The Project
Slides provide step-by-step instructions. During
project work days demonstrate additional skills or
methods as they become necessary. The Lesson
Sequence chart provides a basic time frame for the
project. During project work days circulate assisting
students with methods, techniques and ideas.
Assessment
Use the “I Can” slide and worksheet to help students
track their learning. Use the Interactive Assessment
Guide to engage students in analyzing the ways in
which their art and work habits meet the project
criteria. The self-critique questions ask the artist to
reflect on the art-making process. Answers can be
rewritten on the form provided to create an Artist’s
Statement.
Exhibition
It is important for students to have the opportunity to
display their work to complete the process of
communication in which artists are engaged.
Instructions are provided for students to create a
gallery information card, write an artist’s statement
and find an appropriate venue for display.
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How to use this PowerPoint:
Book or Slideshow
Use this document as a Book, a slideshow, or both, depending on your resources.
 If you have a computer and digital projector in your classroom:
 Read the Teacher Section directly on the computer screen as you plan your
lessons. Then, display the Student Section ArtStart sketchbook activities
and step-by-step project instructions as a slideshow for your class. Print
out only the student worksheets, as needed.
 If you do not have a digital projector in your classroom:
 Read the Teacher Section on the computer screen as you plan your lessons.
Photocopy Student Section pages to use as hand-outs. Use the step-by-step
project instructions to plan the project and guide your demonstrations.
 If you do not have a computer in your classroom:
 Print entire document and use as you would any hard-copy, teacher
resource publication. Make photocopies of Student Section pages to use as
handouts.
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This Lesson Meets National Standards
This lesson addresses the following standards established by the national art education association:
Content Standard
Achievement Standard
Understanding and applying media,
techniques, and processes
Students apply media, techniques,
and processes with sufficient skill,
confidence and sensitivity that their
intentions are carried out in their art.
Reflecting upon and assessing the
characteristics and merits of their
work and the work of others
Analyze contemporary and historical
meanings in specific artworks through
cultural and aesthetic inquiry.
Understanding the visual arts in
relation to history and cultures
Students know and compare the
characteristics of artworks in various
eras and cultures.
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I can:
• Describe 3 characteristics of an
artist’s unique style.
• Describe 3 characteristics of an
art movement.
• Compare the artwork of two
different artists.
• Create a painting in the style of
an artist or art movement.
• Select from a variety of media the
art materials to best complete my
vision.
©2009
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What Your Students Will
Learn
Your students will learn about art,
themselves and the world in this unit.
They will also have fun! The “I Can”
statements are a kid friendly way of
presenting the learning goals and
objectives of this unit, all of which have
been aligned with the National Art
Education Association Standards.
Have students write each “I Can”
statement in their sketchbooks as they
gain new skills.
Or, photocopy the “I Can” statements
check-off sheet in the student section so
that students can track their progress.
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Lesson Sequence
Day 1
Day 2
Day 3
Day 4
Day 5
Slides 20-27
Slides 28-30
Slide 31-32
Slide 33-36
Slides 37-39
•Art Start 2
•Art Start 3
•Art Start 4
•Introduce
Artists
•Journal
Response 2
•Get Started
steps 1-2
•Work on
pizza box
cover painting
•Research
•Share
research in
small groups
•Show
student
gallery
images, as
time allows
•Art Start 1
•Introduce the Unit
and project
•Discuss Guiding
Question
•Read aloud
“Frederick” by Leo
Lionni about a
mouse who is a poet.
•Journal Response 1
•Introduce
vocabulary
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Lesson Sequence
Day 6
Day 7
Day 8
Day 9
Day 10
Slide 39
Slide 40-42
Slides 43-44
Slides 45-47
Slides 48-50
•Put it all
together
•Fill out
Assessment
Guide
•Fill out SelfCritique and
write Artist’s
Statement
•Demonstrate types •Create pizza
of brushstrokes:
or pizza slices
smooth, dry brush, for artist
stippling,
pointillism, impasto
•Continue working
on pizza box cover
•Write artist’s
biographical
information on
sides of box with
pencil or fine
point marker
•Make Gallery
Cards
•Display pizza
boxes so that
others can lift
lids to see the
pizzas
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Supplies and Equipment
• Pizza boxes, recycled, cleaned
of cheese and sauce drippings
• Books and magazines about
artists
• ArtStart: oil and chalk pastels,
watercolors
• Student sketchbooks
• Scissors, craft knives, glue
• Thick cardboard – such as
corrugated cardboard from
shipping boxes
• White tempera paint.
• Acrylic paint & brushes
• Craft supplies for pizza
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Art Words
Introduce vocabulary as you begin the project. Reinforce terms during Art Start activities. Invite students to write
vocabulary words and definitions in their sketchbook. Encourage students to use Art Words as they answer journal
responses and discuss art work.
• Elements of Art
▫
The visual elements an artist uses to create a work of
art, including: line, color, shape, texture and contrast.
• Composition
▫
The placement within a work of art of form, shape,
color and light and dark areas so as to direct the
viewers gaze.
• Modern Art
▫
Art created in the time period of the mid 1800’s to the
1960’s.
• Contemporary Art
▫
Art created from the 1960’s up to the present moment.
• Art Movement
▫
A group of artists who share similar techniques, ideas,
styles or produce work based on this.
• Style
▫
An artist’s unique approach to using the elements and
principles of art to express ideas and emotions.
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Student Gallery
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Paul Klee
The two eighth grade students who
painted this image from Paul Klee’s
“On a Motif from Hamamet,” 1914
worked very hard to draw it precisely in
pencil first.
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Andy Warhol
Andy Warhol, one of the founding
members of the 1950’s Pop Art
movement, is a favorite choice for
middle school students. Here, a student
adds a small pencil line where she will
paint a thin pink line that she sees in the
reproduction of Warhol’s Mickey Mouse
from 1981. This attention to detail helps
students replicate and thereby closely
study the artist’s style.
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Paul Cézanne
Paul Cézanne painted Mount St. Victoire
many times. This view was painted in
1887. Later paintings of this same scene
are much more cubist in style. The two
young artists who worked on this copy
painting included a black outline on the
mountain just as Cézanne did.
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Renè Magritte
The Surrealist painter, René Magritte is
a favorite choice of many students as
they enjoy the strange juxtapositions of
everyday objects in his paintings. This
painting from 1928 is called, “The False
Mirror”.
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Georgia O’Keefe
These two artists carefully analyzed the
colors used by O’Keefe in “Purple
Petunias,” 1925. They discovered that
mixing purples is a challenge but very
fun!
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Lots of pizza possibilities!
Students were
encouraged to let their
imaginations soar when
it came time to make a
pizza for their artist.
Students chose to
make whole pizzas,
sliced pizzas or just a
few slices.
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Pizza Box Biographies
A Mixed-media Homage to Modern and Contemporary
Western Painters
Student Section
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The Project
Art with a pizza box
Create a mixed-media work of art in
honor of an artist you select. Your
pizza box project will highlight the
artist’s style and important
biographical details.
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Art Start 1
“The Starry Night” by Vincent Van Gogh, 1889
•Use oil pastels.
•Make a copy of this famous
painting by Dutch painter, Vincent
Van Gogh.
•Copying the work of a master
painter will help you study his or
her unique style.
•Notice the short lines and marks
he uses throughout.
•Blend black and white with blue to
show the dark and light values of
blue.
•Notice the black outlines on the
hills and houses.
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How can we recognize an artist’s
unique style?
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How do artists contribute to society?
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I can:
• Describe 3 characteristics
of an artist’s unique style.
• Describe 3 characteristics
of an art movement.
• Compare the artwork of
two different artists.
• Create a painting in the
style of an artist or art
movement.
• Select from a variety of
media the art materials to
best complete my vision.
©2009
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What You Will Learn
You will learn about art, yourself
and the world in this unit. You will
also have fun!
Write each “I Can” statement in
your sketchbook as you gain new
skills.
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Name
Pizza Box Biography:
What You Will Learn
Directions: You will learn about art, yourself and the world in this unit. You will also have fun! Check off each “I
Can” statement as you gain new skills.
I can:
o Describe 3 characteristics of an artist’s unique style.
o Describe 3 characteristics of an art movement.
o Compare the artwork of two different artists.
o Create a painting in the style of an artist or art movement.
o Select from a variety of media the art materials to best
complete my vision.
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Art Words
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Write vocabulary words and definitions in your sketchbook. Use Art Words as you answer journal responses and
discuss art work.
• Elements of Art
▫ The visual elements an artist
uses to create a work of art,
including: line, color, shape,
texture and contrast.
• Composition
▫ The placement within a work
of art of form, shape, color
and light and dark areas so as
to direct the viewers gaze .
• Modern Art
▫ Art created in the time period
of the mid 1800’s to the
1960’s.
• Contemporary Art
▫ Art created from the 1960’s
up to the present time.
• Art Movement
▫ A group of artists who share
similar techniques, ideas,
styles or produce work based
on this.
• Style
▫ An artist’s unique approach
to using the elements and
principles of art to express
ideas and emotions.
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Art Start 2
The Burning of the Houses of Parliament, 1834, Joseph Mallord William
Turner, British, 1775–1851, watercolor on paper, Tate Gallery, London.
English art critic John Ruskin described Turner as the artist
who could most "stirringly and truthfully measure the moods
of Nature.”
•Study this watercolor sketch
painted by JMW Turner.
•Turner was part of the 19th
century art movement known as
Romanticism.
•His paintings were about the
power of nature.
•Use watercolors. Copy this
painting. Try to be free and loose
with your paint.
•Turner said he pushed the paint
around until it expressed the idea
he had inside.
•If you have time, make a second
watercolor landscape with your
own idea of nature.
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Choose an artist for your project
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Use biographies, reference materials and the internet to learn about the artist. Here’s a list to get you started:
Rosa Bonheur
1822-1892
Grandma Moses
1860-1961
Marc Chagall
1887-1985
Jacob Lawrence
1917-2000
Paul Cézanne
1839-1906
Frederick Remington
1861-1909
Georgia O’Keeffe
1887-1986
Wayne Thiebaud
1920-present
Claude Monet
1840-1926
Piet Mondrian
1872-1944
Grant Wood
1891-1942
Andy Warhol
1928-1987
Berthe Morisot
1841-1895
Paul Klee
1879-1940
Norman Rockwell
1894-1978
Helen Frankenthaler
1928-present
Mary Cassatt
1844-1926
Pablo Picasso
1881-1973
René Magritte
1898-1967
Bridget Riley
1931-present
Paul Gauguin
1848-1903
Edward Hopper
1882-1967
Salvador Dali
1904-1989
Soraida Martinez
1956- present
George Seurat
1859-1891
Diego Rivera
1886-1957
Frieda Kahlo
1907-1954
Shepard Fairey
1970-present
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Names
Birth/death dates
Art Movement
Location
2 Influences
Education/ Training
3 Famous Paintings
Artist:
Three characteristics of artist’s style:
1.
2.
3.
Quotation by or about artist:
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Art Start 3
•Use pastels to capture the basic
shapes in this painting.
•Notice how the artist has divided
the space into triangles. How many
can you count?
•The triangles frame the subject
and direct our attention to the
mother as well as the sleeping
infant.
•The contrast between the white
drapery and the darker background
and mother’s clothing is another
element the artist has used to focus
attention on the subject.
Berthe Morisot, The Cradle, 1872
Musee d’Orsay, Paris
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Journal Response 2
How does the
artist use the
elements of art
such as color,
contrast, or
shape to direct
the viewers’
gaze?
Self Portrait by Mary Cassatt, 1878
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Art Start 4
Seurat experimented with a technique
known as pointillism in which the artist
used many small dots of color to build
up the shapes, shadows and highlights.
Georges Seurat, Sunday Afternoon on the Island of La Grande Jatte, 1886,
Museum of the Art Institute of Chicago
•Choose an object with a simple
shape such as a piece of fruit, a jar,
or a ball cap.
•Light the object so that you have a
strong shadow and highlight.
•Use fine point colored markers.
•Without drawing any lines begin
to create the object using just small
dots.
•Add a variety of darker colored
dots such as purple and blue to
show the shadows.
•Use lighter colored dots such as
yellow or lime green to show the
highlights.
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Let’s Get Started on the Project
Follow the steps outlined in the next few
slides to create your pizza box biography.
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Step One
prepare pizza box
• Collect used pizza boxes.
• Save only the ones that are not
too messy!
• Let them dry and air out for a
few days.
• Brush out the crumbs and
remove any old cheese.
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Step Two
• Paint the outside flaps and
sides with white tempera
paint.
• A two inch foam craft brush is
a perfect tool for this job!
• The white tempera paint will
make a nice surface to write
information in marker or
pencil.
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Step Three
Select a Painting
• You will need a reproduction
of your artist’s painting.
Books, magazines, catalogues,
postcards and posters are all
possible sources.
• Decide whether you will copy
the painting – this kind of
copying is okay, because it
helps you study the artist! Or,
you may want to design an
original painting based on the
style of the artist you chose.
• It will be helpful to have a
reproduction to remind you of
the artist’s style.
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Step Four
Get ready to paint.
• Lightly sketch the image in
pencil on the front of your
pizza box.
• Look at the reproduction
frequently.
• Don’t worry about being
perfect! This is your own
version of the artist’s painting.
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Step Five
• Wear an apron or smock.
Acrylic paint is permanent!
• Gather painting materials such
as egg cartons for a palette,
brushes, paper towels and
water containers.
• Spread newspaper on your
work surface.
• Paint! As you work, try to mix
your paints to closely match
the colors in the original
painting.
• See if you can imitate your
artist’s brush strokes.
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Step Six
Design a pizza for your artist!
• Design a pizza or pizza slices
which in some way represent
the artist and his or her life,
work and interests.
• You and your partner may
want to each make your own
pizza slices or you may work
together to make a whole
pizza.
• Start with a sketch of your
idea.
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Step Seven
Make your pizza!
• Decide on the media you want
to use.
• Some possibilities include:
fabric, oil pastels, pen and ink,
magazine collage, tissue &
glue.
• Once you and your partner
have decided on media and
ideas for your pizza you may
begin.
• Gather materials you will need
or go to the work station your
teacher has prepared for you.
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Step Eight
• Use a pattern to cut a circle or
pizza slice shapes to fit your
box.
• Use thick corrugated
cardboard as a base for your
artwork.
• We used leftover pizza boxes!
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Step Nine
Placing pizza in the box.
• Raise your pizza up about an
inch from the bottom of your
pizza box. To do this cut four
1” cubes from styro foam
packaging or use styro foam
packing peanuts or glue thick
cardboard together.
• Glue to the inside bottom of
the box with white glue.
• Glue your pizza to the foam
pieces. Let it dry overnight.
• If your pizza has curled a bit
place a few books on top to
flatten.
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Step Ten
Write biographical Information
Sides
1. Titles and dates of 3 famous
paintings
2. Birth & death date (if applicable),
location, education
3. Three characteristics of the
artist’s style, influences and
art movements.
4. Famous quotation by or
about the artist.
Write the artist’s name on the
center of the front flap and
your names on the lower
right hand corner.
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Make a Gallery Card
•
Directions: Make a gallery card to put next to your pizza box. Fold an unlined index card or piece of card
stock in half so that it will stand up like a tent. Write the following information on your gallery card in
dark or colorful marker.
• Title
• Artist’s Name
• Medium (materials you used in
your art: reused pizza box, acrylic
paint)
• Date
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Interactive Assessment
Guide
Directions: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.
Pizza Box Biography
3
Wow!
All Criteria Met
Sketchbook
I Completed 4 art start activities with
care and attention to detail.
I Completed journal response 1 & 2
thoughtfully and neatly.
Pizza Box elements
Pizza box includes copy painting by
the artist on top, pizza inside relates
to artist, biographical information
written on each side , quotation on
front flap.
Craftsmanship
Paint was handled with care.
Brushstrokes similar to artist are
evident. Pizza media selected works
well with intention. Pizza is securely
glued inside box.
Effort
I always used class time wisely. I
completed each part of the
assignment to the best of my ability.
Citizenship
I was careful with supplies . I
cleaned up after myself and helped
others. My attitude was enthusiastic
and respectful.
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
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Interactive Assessment
Guide
Name
Directions: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.
Pizza Box Biography
3
Wow!
All Criteria Met
Sketchbook
I Completed 4 art start activities
with care and attention to detail.
I Completed journal response 1
& 2 thoughtfully and neatly.
Pizza Box elements
Pizza box includes copy painting
by the artist on top, pizza inside
relates to artist, biographical
information written on each side,
quotation on front flap.
Craftsmanship
Effort
Citizenship
Paint was handled with care.
Brushstrokes similar to artist are
evident. Pizza media selected
works well with intention. Pizza
is securely glued inside box.
I always used class time wisely. I
completed each part of the
assignment to the best of my
ability.
I was careful with supplies . I
cleaned up after myself and
helped others. My attitude was
enthusiastic and respectful.
2
Good Job!
Most Criteria Met
1
Keep Trying!
Some Criteria Met
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Art Self-Critique
(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use
four vocabulary terms: Elements of Art, Contemporary Art, Art Movement, Style. Circle each term
you use.
1. Describe your artwork. Tell about the materials you used, brush strokes,
and how your work relates to the artist you studied.
2. What are some of the challenges you faced in completing your pizza box?
What did you learn from this project?
3. Choose an element or principle of art that you used successfully. How has it
contributed to your artwork?
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Art Self-Critique
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(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use four vocabulary
terms: Elements of Art, Contemporary Art, Art Movement, Style. Circle each term you use.
1. Describe your artwork. Tell about the materials you used, brush strokes, and how your work relates to the artist you
studied.
2. What are some of the challenges you faced in completing your pizza box? What did you learn from this project?
3. Choose an element or principle of art that you used successfully. How has it contributed to your artwork?
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Artist’s Statement by
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The End
Thank you for using this
FunArtLessons.com
Art Unit