Expressive Pop Art

Lesson Overview

Subject: Art and Design
Year Group: Year 4
Time Duration: 60 minutes
Class Size: 20 students
Focus Artist: Keith Haring
UK National Curriculum Reference:

• Area: Art and Design
• Level: Key Stage 2
• Curriculum Links:
  • Pupils should develop their techniques, including control and use of materials.
  • Pupils should improve their mastery of art and design techniques, with a focus on drawing and painting.
  • Pupils should learn about the work of great artists, including Keith Haring.

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Learning Objectives

By the end of this lesson, students will:

• Understand who Keith Haring was and what made his art distinctive.
• Explore the themes of movement, energy, and social messages in his work.
• Use bold colours and simplified figures to create their own dynamic Pop Art composition in Haring’s style.
• Develop their line drawing, composition, and painting skills.

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Lesson Breakdown

Starter Activity (10 minutes) – Introduction to Keith Haring

1. Quick Discussion (5 minutes):

   • Show the class selected Keith Haring artworks (printed visuals or displayed on the board).
   • Ask guiding questions:
     • What do you notice about his artwork? (Think about colours, movement, people).
     • How do Haring’s figures communicate action?
     • Why do you think he used simple shapes and bright colours?

2. Movement Warm-Up (5 minutes):

   • Ask the children to stand up and strike a pose as if they were running, dancing, or jumping.
   • Discuss: How could you turn your pose into a simple Keith Haring-style figure?

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Main Activity (40 minutes) – Creating a Keith Haring-Inspired Artwork

Step 1: Sketching ‘Action Figures’ (10 minutes)

• Students use black marker pens or pencil to sketch simple human-like shapes that suggest movement.
• Encourage bold, curved lines with no facial features^ to capture action.
• Demonstrate how Haring used lines around figures to suggest motion.

Step 2: Outlining and Composition (10 minutes)

• On A3 paper, students draw three or more action figures that overlap or interact.
• Introduce the idea of negative space – Haring often left bold areas of colour around his figures for emphasis.

Step 3: Adding Bold Colours (15 minutes)

• Using acrylic or poster paint, students fill in their figures with bright, flat colours (red, yellow, blue, green).
• Encourage them to paint carefully within the outlines while keeping the colours solid and even.
• After painting the background, students add the characteristic motion lines around their figures.

Step 4: Finishing Touches (5 minutes)

• Once dry, students use black markers to redefine outlines and add final details.
• Reflect: How does the use of line and colour create energy and movement?

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Plenary (10 minutes) – Reflection and Discussion

• Class Gallery Walk: Students walk around the classroom looking at each other’s work.

• Discussion:

  • What do the artworks have in common with Keith Haring’s style?
  • How does their artwork express movement and energy?
  • If Keith Haring saw their work, what might he think?

• Extension Question: If you could use this style to spread a message, what would it be?

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Differentiation Strategies

• For students needing support: Provide image templates of Haring’s figures to trace over before attempting their own compositions.
• For more able students: Challenge them to integrate symbols and messages, just as Keith Haring did in his activist art.

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Resources Needed

✅ Printed images of Keith Haring’s work
✅ A3 paper
✅ Pencils and black markers
✅ Acrylic or poster paints (bold primary and secondary colours)
✅ Paintbrushes and water pots

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Assessment Opportunities

✅ Observations: Are pupils experimenting with bold lines and movement in their drawings?
✅ Final Artwork: Is their work inspired by Keith Haring’s simplified, energetic figures?
✅ Student Reflections: Can they articulate why Haring’s art is unique and impactful?

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Teacher's "WOW" Factor 💡

🎨 Instead of traditional individual work, why not combine student artwork into a giant Keith Haring-inspired mural? This can be displayed in a hallway or assembly area, reinforcing the message of collaboration—just as Keith Haring believed art should be accessible to all!