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Art Lesson: Romero Britto

Submitted by Jenny Knappenberger
with Romero Britto

This lesson was published in

Arts & Activities magazine
in January 2012.
Romero Britto
Do you every wonder why art teachers only teach about dead
artists when there are so many great, living artists to teach
about? Well, I wondered that when I saw the work of Romero
Britto during the pre-game Super Bowl show in 2007. I
designed this lesson with this artist as the inspiration. Here you
will get all of the steps along with the resources I used to teach
this wonderful art lesson. Students love using popular items
such as Starbucks’ cups and iPods to make their art relevant to
the times they are living in.

This lesson also allows for a great extension at the end for the
upper grades to help them reflect on their work and write
about their project. With this lesson you will receive the full
lesson plan with step-by-step instructions, a rubric, all of the
national standards, learning objectives, material list, resources
and a slide show.

I have also included some extra fun holiday themed Pop Art a
la Romero Britto style at the end of this lesson. These are all
from lessons I have for sale individually in my Teachers Pay
Teachers store. I have combined them in with this art lesson to
provide more options around the holiday times. Use them
however you think is best in your personal classrooms.

Thank you!
Jenny K.
© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Romero Britto
• The student will learn about the contemporary artist Romero Britto.
• The student will explore the ideas of popular art (Pop Art) through a living,
current, relevant artist.
• The student will plan and create original artwork inspired by Britto.
• The student will critique their own work as well as those of their peers.

• Content Standard: 1: Understanding and applying media, techniques, and processes
• Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their
work and the work of others
• Content Standard: 6: Making connections between visual arts and other disciplines

• Seventh and eighth grade (extra holiday theme lessons would be appropriate all the way
down to kindergarten).

• Time:
Approximately 5 or 6 - 45min class sessions

• Materials:
Visual examples of Britto’s work and other resources (find books online or at local library)
Teacher example and/or previous student examples
Bright colors of acrylic paint
Brushes/water/paper towel
Black permanent markers
12” x 18” paper

• Romero Britto newsletters from website:
• Teacher made handouts about Britto
• Visuals and examples (teacher made and student made)
• Assessment measurement tool: teacher made rubric
• Step list for teachers reference and pacing and planning

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Romero Britto

Romero Britto stopped by our art room...

...Well maybe not in person, but certainly in spirit. My eighth grade art students become
immersed in his vision of color, pattern and cheerful subject matter when they create their
own Romero Britto inspired pop art paintings.

As art teachers often we get stuck teaching students about “classical” artists that have lived
over 500 years ago. We, as art enthusiasts may be very interested in their importance but
children might be wondering why they have to learn about a bunch of dead artists. So, when
I saw the pre-game show of the 2007 Super Bowl I knew our students needed to learn about
this current, contemporary pop artist: Romero Britto. I knew this artist was relevant to their
lives and this project quickly became everyone’s favorite.

For each art lesson I follow a system of 4 steps. They are, “Look, Plan, Create & Share.”
Each part of my Britto lesson is introduced to my students in this system.

Look: Who is Romero Britto and what does his work mean to me?
I started this lesson by introducing who Romero Britto is to my students. When the class
entered on the first day of this assignment there were numerous examples of his work all
spread out on tables. I printed several of his newsletters from his website and printed them
in color for the students to use. Students divided into four groups and discussed what
common themes they could find in all of Britto’s work. I asked them to define what were his
signature techniques and what art words they could generate to describe his work.
As a class students generated a list of things such as, bright colors, patterns, cheerful
themes, division with thick black lines and popular objects/subject matter. We took this a
step further and had a discussion about “popular” or everyday objects. I asked them to think
like an artist. If they were hired by this artist to create the next popular painting, what subject
matter would they choose to depict? We came up with a list of things such as, Starbucks
cup, water bottles, I- pods and w-ii play systems to name a few.

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Romero Britto
Plan: What is your Britto Pop Art going to look like?
Now, we had an idea of who this artist is, what kind of art he makes, and what popular
objects are. I like to (when it’s appropriate) have students draw a plan for their work. I
always have students work out their ideas just like they write rough-drafts of their papers in
other classes. Not only does planning teach them to think ahead but it also creates a
dialogue between the teacher and student where the teacher can give constructive
comments before the work has begun on final paper with final materials. Students are much
more open to changing, making improvements and taking chances with their ideas when
they know they don’t have to start their work over if they make a big mistake.

Create: Let’s get started on your final artwork!

Students know who our artist is, they have worked out their ideas and now it’s time to put
their final work on paper. Students first draw their idea, outline with permanent black
marker, and paint with bright acrylics. They put different types of patterns in each division
from the black lines. This is something we talk a lot about during the planning stage. As a
final touch they retrace their original black lines. Student art will curl on the edges from the
acrylic paint so I have them create a one inch boarder on the back of their art with an “x”
that fits the entire sheet, this will keep the paper from curling up. When we are done we
put them on our “Art Line.”
See example below:

(Back of paper)

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Romero Britto
Share What went well and what would you change?
As students finish their work they hang their art on the “Art Line” that runs the length of
my room. As a classroom community of artists, we have a final critique at the end of
each lesson. I have students ask two questions of their peers. What worked well? What
would they do differently if they could do it all over again? This keeps students from
being critical and encouraged them to be specific. I always have a discussion with
students about saying that they “like” or “dislike” something about someone’s art and I
explain that neither adjectives help the student grow as an artist and so they must be
specific about exactly what they like. For example a student could say, “I like the way
he/she divided the coffee cup into three triangles and used complimentary colors for
contrast.” This encourages their art words and discussions naturally.

Extensions: What can I do if I finish early?

When students finish early I have them do a short essay in their sketch book about this
project. What did they find was successful about their project? If you were to do this
project again what would you do differently? This gets them thinking about their own art
critically before the formal critique with the entire class.Students may also read some
printed material about Romero Britto and make notes in their sketchbook along with their
plan.When my lesson was published I sent Mr. Britto a copy of the magazine and in
return he sent me a signed copy of one of his books. I let the students look through that
when they finish.

Assessment: Student and teacher evaluation.

Students receive formative assessment during the planning stage from myself. We have
a dialog about choices they are making and I encourage them to push their comfort limits
to take chances. I use an art rubric for my assessment tool to formally grade their
artwork. They can leave comments and they also receive comments from me on their
work. I model constructive critiquing by never telling them they did “good,” but telling
them what they did specifically that was “good.” I do the same thing with suggestions. I
never give them my opinion but rather I give them suggestions about specific things that
would make them stronger artists.

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED

Romero Britto

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED

Romero Britto
What worked or was successful for you?

If you were to do this project again what would you do differently?

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Examples of Student work:

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
Large art pieces
created by our Art
Club on blue
insulation foam
purchased at
Home Depot.

© Art with Jenny K./Jenny Knappenberger 2014. ALL RIGHTS RESERVED
MOR E Ar t

Telling Time
with Dali
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This lesson was published in
Arts & Activities magazine
in January 2012.