Introduction
The unit of study is for an Art Foundations course, this is a required Art course. Art will be created that literally shows the transformation of popcorn. The concept of transformations is the overarching goal of this unit. Through this study of popcorn through S.T.E.A.M., how a kernel becomes a little fluffy piece of tasty popcorn will be discovered. Students will come to learn art vocabulary through this S.T.E.A.M. popcorn unit of study. The unit will kick off with some essential questions as well as the students considering themselves as little kernels of popcorn and considering the quote from September 18, 2025 by Jason Bass, “People are like Popcorn Kernels”. The popcorn kernels will be used as an analogy for self-discovery, transformations through art, and connecting with the popcorn theory. Three works of art will be adhered to a black paper each side by side. Students will take a photo of the triptych which will then get uploaded into the class digital popcorn portfolio. Pencil and charcoal popcorn still life drawings will be the first art composition created. Shading, and value scale principles will be taught, as well as the science process of a kernel evolving into a light, fluffy tasty piece of popcorn. Next, students will create something new, a transformation visually will occur in colored pencil. Color theory ideas will be discussed. The science of color mixing. The last art creation will be created with crayon, watercolor paint, and markers. Students will discuss wax resist another science concept rolled into the arts. The same transformed image will be done but this time in crayon, watercolor, and markers. I currently imagine the curriculum unit will be introduced as a fall kick off unit for the introduction of The Sound School Art Foundations program. I want students to see that in this Art studio course students will be creating Art that connects to self, culture, and S.T.E.A.M. subject content areas. From the start, students should immediately see that this Art Foundations course will be expansive and involve critical thinking. As well as the kernel seen as an analogy for themself. I want students to grasp the idea that something small also can have so many unique big transformations during the school year, just like them! Students will engage in the creative problem-solving process since the students are expected to transform a piece of popcorn into a new visual narrative(s) using emotion or culturally relevant themes or symbolism in artwork to accomplish a visual transformation. Students can consider culture when making popcorn transformations. Students will create one triptych art composition made from three special art popcorn compositions. These three compositions will allow students to experiment with varied art materials. Students will learn the vocabulary of triptych art compositions as well as learn some art history of artists that use food in art, use triptych compositions, or use mixed media. Students will view a prepared google slide that showcases different popcorn connections to Science, Chemistry, Art, Culture, and History. Next, students will have the opportunity to engage in various art supplies in one composition so they can see how each tool can be used to create lines, shapes, and colors. Students will use a pencil and better understand how graphite as an art tool is vastly different from using a pencil for writing sentences. Students will see how a mark in pencil can carry so many different values, hues, textures, and meanings. Learning how to upload their completed art compositions into the google popcorn portfolio as well as include their name is an important final step. Creating brief artist statements to describe their popcorn transformation or any other learning gained will show that providing words can give a different context or can add another layer of understanding to the visual art piece for the viewer.
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