Curriculum. Learn to see the objects and images in their everyday lives as a source of inspiration for their own art.

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1 Curriculum Art Toy Design Lesson 2 Junk Art Munnys Description: Students will learn about the Art Toy Movement, and the Pop Art genre that informs it. They will customize their own art toy figures using Kidrobot s do-it-yourself Munny toys. Objectives: Students will... Learn how different aspects of the art world are interconnected. Popular and commercial culture, street art, and the art seen in galleries and museums influence each other and gain creative energy through the exchange of ideas and visual imagery. Become familiar with the Pop Art movement. Learn to see the objects and images in their everyday lives as a source of inspiration for their own art. Create their own art toy character, exploring possibilities for individual selfexpression

2 Materials: Kidrobot do-it-yourself Munny toys Acrylic Paints Paint Markers Sharpie Markers in Different Colors Gold and Silver paint pens or Sharpies Glue Gun Elmer s or Tacky Glue Scissors Paper, pencils and markers for preliminary sketches. Plastic zip-loc bags to hold students materials. Several boxes of junk art supplies to use in the creation of the Munnys and all sorts of great found object art projects: Your supply might include: Wire, plain and colored Google eyes Fabric scraps and felt Needle and thread Modeling clay or Plasti-mold paper pulp for modeling Acrylic jewels Glitter or glitter glue Buttons Pipe cleaners Old toy or dolls, or watches (broken is fine!) Stuffed animals (can be taken apart or unstuffed for use as Munny clothing) Game pieces and puzzle pieces Colored masking tape Beads, sequins and old costume jewelry Pom-poms Yarn Feathers Wood scraps, clothespins and toothpicks Hairpieces or wigs Burlap, old blue jeans, camouflage pants Anything else you can think of!! Have students bring in contributions to the junk art supply boxes.

3 Procedure: Introduce students to Pop Art and designer art toys. Background for teachers: Pop Art is an art movement that became popular in the United Sates and England in the late 1950 s and 1960 s and continues to have a strong influence on the art world today. It is based on the idea of using imagery from everyday life and consumer culture as subject matter for art. One of the most famous pop artists was Andy Warhol, whose paintings and prints of movie stars and of consumer goods such as Campbell s Soup cans celebrated pop culture and American consumerism. American artist Roy Lichtenstein focused on imagery from comic books. Claes Oldenburg made gigantic sculptures of household items. All drew from the popular culture and the world of everyday images and objects to make their art. Roy Lic htenstein Andy Warhol Contemporary Japanese Art carries on the vibrant tradition of pop art, commenting on consumer culture and using images from Japanese manga comics and Japanese animation or anime. (Most students will be familiar with the Pokemon and Digimon cartoon and collector fads, which swept through this country in the last decade). Takashi Murakami

4 Class 1 Discussion and Sketches Discussion: Show students several examples of pop art, and contemporary Japanese art, for instance: Andy Warhol s Campbell s Soup prints Chinatsu Ban s Yellow Elephant from Central Park installation, 2005 Roy Lichtenstein s Whaam! Questions: Where did these artists get the inspiration for their artworks? Do these pieces of art look like things you might see in your everyday life? Does it change the way you think about everyday objects and images when you see them in a gallery or museum? How? Is it ok for artists to borrow images that already exist? Why do you think the artists wanted to show these things? Chinatsu Ban Andy Warhol Roy Lic htenstein

5 Demonstration 1. Show students examples of finished Munny toys, either one that the teacher has done, or images from 2. Ask students to imagine a character that they want to create. **At this age, the invitation to create a character is very powerful and exciting, and students usually need little direction to come up with ideas. If students need motivation, the teacher can encourage them to use ideas from pop culture, mythology, book characters, fantasy, the media. The Munnys can have a theme (i.e. nature or outer space ), or represent powers the students would like to have, or express an emotion. 3. Have students look at the materials they can use in making their munnys. Have them sketch the basic Munny shape in outline form, front and back. Using pencil and markers or colored pencils, students should plan out the design for their Munny toy. Photos from Kidrobot s The MUNNY Show

6 Class 2 Making Munnys!! Set-up Cover tables with paper as this like to get really messy! Set up a glue-gun station and decide whether teacher or kids will be using this. Set up a tool station (drill, matte knife, needle-nose pliers, hammer and nails are all handy). Decide who uses these, too teacher or kids. Set out paints, brushes (including small sizes for detail work), and water in cups for rinsing. Acrylic paints should be used full strength, not thinned with water. Set up tables with junk art supplies for students to choose from, Have markers, paints, some basic supplies on all work tables. 1. Students should look at their sketches. They can lightly pencil outlines for painting patterns onto their Munny, or they can just work spontaneously from the junk art supplies. They should feel free to change their ideas as they go. 2. Have students go to the supply tables to get fun stuff for their Munnys. Clothing patterns are available and can be downloaded here [insert link]. 3. Help students use glue guns and power tools as they work. 4. Encourage them to look at each other s work and share ideas! Munnys from Kidrobot s The MUNNY Show Koa Complete Tec hnique Sara Antoinette Martin Luke Chueh

7 Class 3 Sharing the Munnys Set the toys up in the classroom so that the students can see everyone s work. Have them each talk about their design. Who is their character? Where did the inspiration for it come from? Does it have any special powers? Do the colors they chose have any special meaning? Additional activities: 1. Have the students write a brief story featuring their character. (language arts) 2. Ask the students to take the toy with them for a week, and photograph it in various places that the student goes: the grocery store, the park, home, vacation, the hockey rink, the Laundromat, the skatepark. Assemble the photos into a journal. Tell a funny story to go with the journal! 3. Have students make accessories for their characters. 4. Look at toys figures from various cultures, like Native American Kachina storyteller dolls or early American rag dolls and compare them to the Munny toys. Discuss: What do the characters people create tell about the people and cultures who make them? (social studies) Images of toys are available at: Images of recent Japanese sculpture installations in New York City can be found at: (the yellow elephant sculpture by Chinatsu Ban in Central Park) (Takashi Murakami s Mr. Pointy sculpture in Rockefeller Center)

8 Teachers may choose to focus on one aspect of pop art or another. Artists whose work provides rich source material for discussion include: Andy Warhol Claes Oldenburg Robert Rauschenberg database/rauschenberg_r.html Roy Lichtenstein Keith Haring Takashi Murakami & Contemporary Japanese Art Little Boy Exhibit in NYC Graffiti Artists