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
3. Erasers
4. Objects to observe (students bring from home or find in the classroom)
Optional
5. Other black and white media such as charcoal, colored pencils, etc.

Need these materials? Visit Blick!

Day 1
1. Introduction
-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
2. Brainstorm
-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.
Day 2
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

Day 3
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

Days 4-9
6. Students continue to work on drawings. The teacher provides assistance and feedback.

Day 10
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

Slides Presentation- https://drive.google.com/file/d/0B5uRb7dI6mPGTmxRUFAwUHV0cUE/view?usp=sharing

I have taught this to 5th grade and 8th grade but I think it would also work well with high school.

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Jim Dine

Pop Art

Color/Value

Drawing