The document summarizes Richard Hamilton's definition of pop art as popular, transient, expendable, low cost, mass produced, young, witty, sexy, gimmicky and glamorous. It also discusses pop art descending from Dada and references works like Andy Warhol's Campbell's Soup Cans and Roy Lichtenstein's Whaam!. The student created pop art style posters in Photoshop for their induction project, facing challenges with the software but overcoming them through trial and error.

1. Induction Project
September 2019
CERTA L2 Developing Study Skills

2. Task 1 - Research
2.4

3. Task 1 – Research – Web source
• Richard Hamilton, a member of the ‘independent group’ who contributed to the development of pop art in Britain, wrote
a letter to Peter and Alison Smithson. He highlights the ‘characteristics of pop art’;
• “Pop Art is: Popular (designed for a mass audience), Transient (short-term solution), Expendable (easily forgotten), Low cost, Mass
produced, Young (aimed at youth), Witty, Sexy, Gimmicky, Glamorous, Big business.”
• https://www.tate.org.uk/art/art-terms/p/pop-art
2.2
2.3
Title/https://www.tate.org.uk/art/art-terms/p/pop-art
/Date accessed:
‘Whaam!’ by Roy
Lichtenstein (1963)
This piece by Lichtenstein contains many of
the main characteristics of ’pop art’. The
comic book style references how comics have
become a part of our everyday lives. They are
consumed by the masses. Bold, words like
the ‘WHAAM!’ seen in Lichtenstein's
painting, or speech bubbles in a comic style
are common reoccurrences throughout pop
art pieces.

4. Task 1 – Research – Web source
• Pop art descended from the Dada art movement in
the 1920s that ridiculed the political and cultural
factors that brought war to Europe and the
seriousness of art at the time.
• https://www.britannica.com/art/Pop-art
Title/https://www.britannica.com/art/Pop-art/Date accessed:
2.2
2.3
I have noticed that a reoccurring theme in
many pop art pieces, is replicating an image
several times then altering the colour of each
one. Andy Warhol does this in a few of his
pieces and many other people have taken
inspiration from that. When thinking about
the poster I will make, it might be useful to
use an idea similar to this so that it is instantly
recognizable as ‘pop art’.

5. Task 1 – Research – Book source
• Robert Rauschenberg remarked that he wanted to work ‘in the gap
between life and art’, as well as his fondness for iconoclastic gestures.
Pop Art/Lucy R. Lippard/709.046 LIP:
2.2
2.3
‘Four Campbell’s Soup Cans’
by Andy Warhol, 1965. He
used the original Campbell’s
Soup can which he was known
for and altered the colours
four times. This is replicated in
many pieces Warhol and by
other artists too. It is instantly
recognizable as pop art.
This is the original soup
can he painted in 1964

6. Task 1 – Research – Book source
Artists like Jean Dubuffet, Alberto Giacometti and Francis Bacon kept
up the legacy of materialism in Europe. Inner-directed existential angst
of the late 1940s gave way to more external concerns.
2.2
2.3
Pop Art: A New Generation of Style/Richard Leslie + 709.046 LES:

7. Task 2a – Idea Generation [individual]

8. Task 2a – Idea Generation [group]
Heinz soup can
instead of a
Campbell’s soup
can
A person
in this
style
Two panels showing different styles
within pop art, taking inspiration
from classic pop art pieces
One colour
scheme will link
mine and Joy’s
posters together
(possibly pink and
blue)Title : POP-ULAR
The skin tone is created using Ben
Day Dots. These usually are
created using an overlay that is
cut to shape, however I will be
able to recreate this effect in
Photoshop.

9. Task 2b – Action Plan/Schedule
Session Activity Who is responsibile
1 Plan the layout of both the individual poster and
our group poster
One of us will design the layout for the
individual posters and the other will design the
layout for the group poster.
2 Planning the final poster designs and finalising the
colour pallet
We will both create our own pieces but keep
checking that they all work together.
3 Making the posters on Photoshop using the chosen
colour pallet
We will work on our individual pieces but will
keep looking at each others to make sure it
also works as a whole.
4 Evaluation Both of us
5
6
7
3.1

10. Task 2b – Action Plan/Schedule
3.1
• We didn’t completely stick to our plan. We planned to do four panels
(two each) that could go separately but also on one page but we
overestimated how much we could do in the time limit. Instead of
doing two posters each, we only made one each. I also had to change
the art style too. My original plan was to have thick black outlines,
like in a comic book, however because of timing issues, I had to go
with a more simple, lineless style.

11. Task 2c – Planning
3.2
Sketches for the final pieces. Each will
sit in its own panel but be coloured
with the same colour pallet

12. Task 4 – Production/Final Products
• Include a version of your print product/screenshots of any video work
here then delete this guidance
• Include a link to your blog where you have posted this PP and your
final products – the post on your blog should be titled ‘Induction
Week Project’
3.2
3.4

13. Task 5 – Evaluation – Problem Solving
• One problem that I faced was learning how to get Photoshop to do what I
wanted it to; I hadn’t used it before so it was difficult to make my piece
look the way I wanted it to. I overcame it through trial and error and asking
for help when I couldn’t work it out on my own.
• Because I didn’t know how to use Photoshop before, I found that I had to
rush making the poster. I overcame the problem of having little time left by
changing the style to a more geometric one. This allowed me to do large
areas at once, instead of wasting time lining an image with a mouse.
• Another problem I faced was with my computer freezing. I overcame this
by force quitting the application and reopening it again.
3.3

14. Task 5 – Evaluation – Working with others
• Choose three aspects of your production where you worked well with your team
and this benefited the project
• 1. We worked well when it came to group planning. Me and Joy were able to
bounce our ideas off of each other in order to come up with a strong concept.
• 2. We worked well when trying to figure out problems that arose, like figuring out
how to get certain techniques to work in Photoshop. This meant that we were
able overcome difficulties and get our posters to look similar to how we wanted
them to.
• 3. We also worked well when making decisions quickly, but accurately (for
example, choosing the name of the exhibition and choosing the basic colour
scheme). This benefited the project, because it allowed us more time to make the
posters, instead of sorting out minor details.
1.2b

15. Task 5 – Evaluation - Feedback
• Discuss the feedback you received from your tutor during the project
and how you used this to improve the project
3.5

16. Task 5 – Evaluation – Active Engagement
• Define active engagement in your studies and briefly explain how you
used it in this project
1.2a

17. Task 5 – Evaluation
Accessing and storing information
• Books/resources for my area are stored on the second floor of the LC
in area 709
• To take a book out you take the book to the desk where they scan
your college ID and stamp the book with a return date.
2.1

18. Task 5 – Evaluation
Accessing and storing information
• Explain where to store electronic information on the college network
• When it is completed, work is uploaded to our blog pages through
SlideShare.
2.1

19. Task 5 – Evaluation
Accessing and storing information
• Explain where to store electronic information on the college network
• Explain where you upload work when it is completed
2.1

20. Task 6 - How do you learn best?
• Explain some of the ways you think you learn best [refer to the VAK
questionnaire results in tutorial]:
1.1

21. Task 6 - How do you learn best?
• What makes it hard for you to study?
• What strategies do you think would benefit your studies?
1.1