Students will learn about Jim Dine and create a work of "personal pop art" that represents someone important to them through drawing.
10 sessions; 45 minutes per session
1. SWBAT participate in a discussion about Jim Dine's work.
2. SWBAT brainstorm people who are important to them and objects that represent them.
3. SWBAT create a 6 step value scale using drawing pencils.
4. SWBAT identify the differences between different types of drawing pencils (ex: 2B, 4H).
5. SWBAT create a symbolic observational still life graphite drawing of an object that represents someone important in their life.
6. SWBAT utilize graphite drawing techniques to create value and contrast in their drawings.
7. SWBAT reflect on their work and self-assess using a rubric and artist statement.
1. Paper (white drawing paper or I've used colored construction paper for upper elementary)
2. Variety of drawing pencils
4. Objects to observe (students bring from home or find in the classroom)
5. Other black and white media such as charcoal, colored pencils, etc.
-Lead presentation about Jim Dine's work and discuss with students
-Explain that he was identified as a pop artist but doesn't totally fit the bill since his work is more personal and about creating meaning
-Students brainstorm at least 2-3 people important in their life
-Students brainstorm objects that could represent those people. Suggest thinking about the connection between them- what do they do together, what's special about them, why are they important to you, what do they enjoy, etc.
3. Drawing from observation
-After students bring their objects from home they will create a line drawing from observation.
-Remind students to spend at least as much time looking at the object as they do looking at their drawings
-Draw light until you know it's right
4. Creating value
-Talk about value creating contrast in drawings
-Demonstrate and then students create a 6 step value scale using a soft pencil and a harder pencil
-Review the differences between B and H pencils
-Practice blending and remind students to follow the contours when they shade.
5. Students begin to add value to their drawings after the line drawing is complete
6. Students continue to work on drawings. The teacher provides assistance and feedback.
7. When drawings are finished students will self assess with a rubric and write an artist statement about the work and the significance
Self Assessment and Rubric-https://docs.google.com/document/d/11U2svxZz7CT--CpREu-7yRc-d2zC7uthf5mlIw2B3lM/edit?usp=sharing