Drawing+Science: Surrealism & Cross-hatching
Unit: Color Theory
Lesson: Surrealism
Grades 9th- 12th, Three-45 minute periods
Essential Questions
To what extent does art reflect culture or shape it? How can understanding elements of art help me in art and life? How are the choices I make as an artist (media, mediums and Elements of Art: such as color) effecting my viewer? How can I communicate with my viewers more clearly?
Goals/Daily Performance Objectives
Student will be able to…
…demonstrate understanding of basic color theory.
…explain the difference between organic and inorganic.
…identify and apply appropriate color schemes in individual works.
…utilize cross-hatching technique in work.
…justify which features of organic and inorganic to simplify and combine.
…interpret Surrealist artworks.
New Jersey State Standards and Cross-Curricular Standards
1.1.12.D.1: Distinguish innovative applications of the Elements of Art in artworks and identify specific cross-cultural themes.
1.3.12.D.1: Synthesize the Elements of Art in an artwork that reflects choice, technical proficiency and expressivity.
21st-Century Life and Careers 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
532E. Science- Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms.
Multiple Intelligences
Visual-Spatial
Kinesthetic
Linguistic
Prior Knowledge
Knowledge and understanding of Elements of Art
Knowledge and understanding of Color Theory
Knowledge of organic and inorganic objects
Skill of cross-hatching
Learning Activities/Instructional Strategies
Time Frame
Day 1 (45 minutes)-
Introduce and discuss Surrealism, handout and PowerPoint presentation.
Students will analyze works from various surreal artists. 1.1.12.D.1
-Does knowing the title of a work influence you or help you understand the piece more?
Introduce project. Review qualities of organic vs. inorganic.
Compile a list of combinations and begin to sketch.
Day 2 (45 minutes)-
Students will explain the qualities of organic/inorganic. 1.3.12.D.1
Students will need to research animal and ‘machine’ of their choice for reference pictures.
Sketch and justify which characteristics (organic/inorganic) students will use. 9.1.12.A.1
Produce a final sketch of a hybrid. 532E.
Assessment (Formative/Summative)
Classroom observation
Individual conferences
Rubric
Materials
Handout on Surrealism and organic vs. inorganic
Paper and colored medium
Computer/PowerPoint
Individual reference pictures
Adaptations ESL/Learning Disabled
ADD/ADHD, Autism, Behavioral/Emotional, ESL/ELL: Provide students with a ‘checklist’ to keep them on task. Review any content related or higher level vocabulary. Create time during beginning of lesson to have an individual conference with student to informally assess their understandings and clear up any misunderstood instructions or misconceptions. Check in consistently with students and make sure they are on task. Allow students more time to complete each stage of the project.
List of Artworks Used:
Salvador Dali, Persistence of Memory
Joan Mirό, Harlequin's Carnival
Max Ernst, Surrealism and Painting
Yves Tanguy, Slowly Towards the North
Rene Magritté, False Mirror
Lesson: Surrealism
Grades 9th- 12th, Three-45 minute periods
Essential Questions
To what extent does art reflect culture or shape it? How can understanding elements of art help me in art and life? How are the choices I make as an artist (media, mediums and Elements of Art: such as color) effecting my viewer? How can I communicate with my viewers more clearly?
Goals/Daily Performance Objectives
Student will be able to…
…demonstrate understanding of basic color theory.
…explain the difference between organic and inorganic.
…identify and apply appropriate color schemes in individual works.
…utilize cross-hatching technique in work.
…justify which features of organic and inorganic to simplify and combine.
…interpret Surrealist artworks.
New Jersey State Standards and Cross-Curricular Standards
1.1.12.D.1: Distinguish innovative applications of the Elements of Art in artworks and identify specific cross-cultural themes.
1.3.12.D.1: Synthesize the Elements of Art in an artwork that reflects choice, technical proficiency and expressivity.
21st-Century Life and Careers 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
532E. Science- Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms.
Multiple Intelligences
Visual-Spatial
Kinesthetic
Linguistic
Prior Knowledge
Knowledge and understanding of Elements of Art
Knowledge and understanding of Color Theory
Knowledge of organic and inorganic objects
Skill of cross-hatching
Learning Activities/Instructional Strategies
Time Frame
Day 1 (45 minutes)-
Introduce and discuss Surrealism, handout and PowerPoint presentation.
Students will analyze works from various surreal artists. 1.1.12.D.1
-Does knowing the title of a work influence you or help you understand the piece more?
Introduce project. Review qualities of organic vs. inorganic.
Compile a list of combinations and begin to sketch.
Day 2 (45 minutes)-
Students will explain the qualities of organic/inorganic. 1.3.12.D.1
Students will need to research animal and ‘machine’ of their choice for reference pictures.
Sketch and justify which characteristics (organic/inorganic) students will use. 9.1.12.A.1
Produce a final sketch of a hybrid. 532E.
Assessment (Formative/Summative)
Classroom observation
Individual conferences
Rubric
Materials
Handout on Surrealism and organic vs. inorganic
Paper and colored medium
Computer/PowerPoint
Individual reference pictures
Adaptations ESL/Learning Disabled
ADD/ADHD, Autism, Behavioral/Emotional, ESL/ELL: Provide students with a ‘checklist’ to keep them on task. Review any content related or higher level vocabulary. Create time during beginning of lesson to have an individual conference with student to informally assess their understandings and clear up any misunderstood instructions or misconceptions. Check in consistently with students and make sure they are on task. Allow students more time to complete each stage of the project.
List of Artworks Used:
Salvador Dali, Persistence of Memory
Joan Mirό, Harlequin's Carnival
Max Ernst, Surrealism and Painting
Yves Tanguy, Slowly Towards the North
Rene Magritté, False Mirror