YOUR FANTASY PLACE Art 8 & Art 9/10 Dani...

YOUR FANTASY PLACEArt 8 & Art 9/10Dani RubinFA: Ching-Chiu Lin, SA: Mariette Smith

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Salvador Dali

TABLE OF CONTENTS

1. Title Page2. Table of Contents3. Unit & Project 1 Overview4. Graphic Organizer8. PLO’s & Learning Objectives9. Handout: Student-Friendly 1 Pager 10. Handout: Glow + Grow: Self & Peer Walk Around Critique 11.Student-Friendly Critique Handout11. Assessment Rubric12. Self, Peer, Teacher Evaluation Assessment Form

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UNIT & PROJECT 1 OVERVIEW

UNIT OBJECTIVE:In this unit, students will engage in self reflection through art projects themed around expression, fantasy and reality, and dreams. Students will use their imaginations, feelings, thoughts and ideas to create original artworks as their learning activities are based on specific artists, artworks and art movements. They will synthesize their self-reflection with incorporate stylistic elements from various artists, movements,and periods through an expressionist self portrait study with the 21st century principle appropriation, a surrealist study of place with the 21st century principle juxtaposition and typography classifications with the 21st century principle recontextualization as magazine collage.

PROJECT 1: YOUR FANTASY PLACE - OVERVIEW, RATIONALE & FINAL PRODUCTStudents will engage in learning activities on Salvador Dali’s Surrealist landscapes and juxtaposition in order to create a surrealist styled landscape illustration. Students will draw a landscape on the school grounds and will incorporate Surrealist compositional elements (foreground, middle ground, background and perspective) and distortion devices of landscapes. Students will demonstrate comprehension of juxtaposition in their artwork’s stylization.This finished artwork will be 11x17 inches.

THE MATERIALS & TECHNIQUESPART 1: WARM UP1. Warm up activity: pen drawing Salvador Dali Landscape images. Students will pick at random a Salvador Dali landscape image and practice drawing Surrealist

landscapes.2. Students will use felt markers and make drip water effects on their warm up activity drawings.PART 2: SURREALIST LANDSCAPES1. Students will draw landscape portraits outside on school grounds in pencil.2. Students will draw surrealist elements into their landscape image in pencil.3. students will outline, color in and unify steps 1 and 2 with black markers.4. Students have the option of applying felt markers drip techniques into their artwork.

POST MODERN PRINCIPLE - JUXTAPOSITIONJuxtaposition of art means using a mixture of non-art materials and art materials to make a statement.

DATE + CLASS LENGTH: 23/03/15-17/04/15, 80 min. NUMBER OF LESSONS: 10BLOCK(S) + LOCATION/: Art 8: Day 1 - Block 2 | Art 9/10: Day 2: Block 1 (Room 143)

IMAGE DATABASE ACCESS: http://www.pinterest.com/daniellerubin11/Username: [email protected]: Dangerous30

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http://www.pinterest.com/daniellerubin11/

http://www.pinterest.com/daniellerubin11/

mailto:[email protected]

mailto:[email protected]

Lesson Objectives - Student Will Be Able To Activities Resources Assessment Vocabulary

1.Project Introductions -Context: Surrealism Landscapes

Q: What is Surrealism?

What is a landscape?

-Understand the expectations of the unit including the theme, process, product, artists of exploration and how they will be assessed.-Understand a definition of Surrealism and landscapes.-Identify fantasy and reality components of Dali’s artwork-practice using pens as a medium -respond to and draw surrealist landscape images

(10 min) Introduction: Unit theme, project expectations and rubric. Hand out 1 pager.(15 min) Lecture and present: Salvador Dali landscapes - Provide background on period, artist and artwork. Define Surrealism and landscape. Describe how both are achieved in his artwork. Have students identify the fantasy and reality in artworks. (day 1 of 2 day warm up activity).Show students images of artwork of what the finished artwork will look like.(15min.) Studio Time: students will pick at random from a basket of Surrealist landscape images and will practice drawing it in pen.(5min) Closer: Review project theme and vocabulary. Discuss next day’s concepts.

images of Salvador Dali artwork-images of artworks that showcase what the end product may look like-pens-8.5x11 paper-print out cards of Surrealist landscapes-sample of warm up activity-sample of finished project

-observations during discussions

Surrealismlandscape

2. -Context: Surrealism and landscapes-Image Development Strategies: Devices of Surrealist Landscapes

Q: Why does Surrealist art look do bizarre?How do Surrealist artists distort reality?

-complete warm up artwork at the end of the class-understand techniques of melting, dripping, distorting in Surrealist artwork-respond to exemplars of Surrealist portraiture-respond to compare and contrasts of images of Salvador Dali and Ross Penhall landscapes and identify how Dali’s are surrealist and Penhall’s are not-compare and contrast the mood and feeling of expressive color portraits to pencil realism portraits-experiment with felt markers and water on artwork to achieve Surrealist drips and melting effects

(15 min) Hook: attendance, review last day’s concepts, explain today’s class, remind students of bigger picture/ what finished product of project is. Today’s challenge, to finish landscape practice drawings in class. Tell students that today we are going to be Surrealist artists with drips and melting in our art with felt markers and water.(10 min) Show & Tell Exemplars: show students images of Salvador Dali and Ross Penhall landscapes.Compare and Contrast the two styles to identify how Dali’s are surrealist and Penhall’s are not. Teach and highlight use of foreground, middle ground, background and focal point.(5 min) demo: felt marker and water techniques to make artwork Surreal(40min.) Studio Time: finish warm up artwork(5min) Clean Up + Closer: Review what has been accomplished today. congratulate students on job well done, explain next class. Tell students that next class we are going to draw outside so bring/wear appropriate clothing.

-students artwork-pens-felt markers-water in cups-thin paint brushes-demo materials-sample of warm up activity-images of Salvador Dali landscapes and Ross Penhall landscapes

-observations during discussions-observing the finished warm up activity artworks

meltingdrippingdistorting

foregroundmiddle groundbackgroundcompositionfocal point

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3. -Elements & Principles of Art & Design -Materials & Process

Q. Where is a good place at our school to draw reality?

-Understand the terms Surrealism and landscape-practice surrealist devices by taking photos of art room on mobile devices and drawing on top of them with social apps-develop the place/the reality in their artwork by landscape drawing studies outside on school grounds

(5 min) Hook: Review concepts and definitions covered in previous classes - securing knowledge. Compliment students and showcase student work. Explain today’s activities. Remind students of bigger picture of project. Explain that teacher is going to photocopy their drawings so that they can make them surreal by drawing on top of them in the coming classes.(30min): Go outside and finish landscape study drawings drawings.(10min) Return to class and settle in. Teacher hands back photocopies of drawings.(20min) work time: Teacher shows exemplars of how to make realism landscapes surreal with surrealist devices. Students experiment on making making their artwork surreal with surrealist devices. introduce vocab. term juxtaposition to students in instruction.(5min) Closer: Review concepts covered in today’s class. Discuss next day’s concepts.Remind students of big idea/end result of project. Thank students for their cooperation outside.

drawing boardspencilserasers-examples of line drawings if place-examples of landscape artwork-teacher photocopy student work for next class-surrealism landscape examples

-student participation during discussions in class-student participation while drawing outside


meltingdrippingdistortingscale size realism vs non real imageryjuxtaposition

4. -Elements & Principles (EPAD)-Use of Materials, Processes

Q: How can a real place become a dream place?

What is juxtaposition?

Is juxtaposition in surrealist artwork?

-Evaluate personal use of EPAD in artwork-Analyze Surrealist and landscape images that use EPAD-Evaluate effectiveness of use of EPAD in artwork-identify compositional strategies, EPAD in images shown in class and student artwork-think critically about using visual strategies for artwork learned in class and applied to art project-finish pencil landscape study drawings-explore Surrealist distortion devices on top of their handed back photocopies-respond to content on juxtaposition

(5 min) Hook: Review concepts and definitions covered in previous classes - securing knowledge. Remind students of bigger picture of project. Tell students that half the class we will go back outside to finish drawing our landscape studies and the other half they will get their photocopies back and will draw on top of them to practice surrealist devices(15min) Instruction: All surrealist landscapes start from a real place and then become distorted like a dream. Today we are going to draw a real landscape. Show students examples of landscape artwork. Explain our first step is to draw reality, and then to make it surreal. Show examples of line drawings of place. Show juxtaposition pdf and have students identify juxtaposition in other exemplars(5min) Students take photos of the room and make surreal through mobile app devices by drawing on top of photos. (40min) work time: Students go outside and draw landscape studies on school grounds. Encourage students to take photos of the landscape their draw for reference.(10min) Closer: Review concepts covered in today’s class. Discuss next day’s concepts.Remind students of big idea/end result of project. Thank students for their cooperation outside. Exit slip: Describe one example of juxtaposition in your artwork.

PDF: Examples of PostModern Principles.pdf (Appropriation slides only)-printed copy of student photographs-pens-pencilsfelt markers-erasers

-student classroom habits-reviewing student artworks during and at end of class -exit slip


meltingdrippingdistortingscale size realism vs non real imageryjuxtaposition

5. Reference to Personal Context

Q: How has your realism drawing of outside become a dreamscape?

-Understand surrealist distortion devices and stylistic approaches-ability to visualize how to make a real place into a surreal place-understand terms dreamscape and juxtaposition-Understand a definition of Surrealism and landscapes.-Identify fantasy and reality components of Dali’s artwork-practice using pens as a medium -respond to and draw surrealist landscape images

(5 min) Intro: Remind students what step of the project they are on, what they are doing today and what the bigger picture of the project is.(15 min) Hook: mind up activity: Visualize a place/space in detail. then imagine a spell was cast on it and things started changing. What melts, drips, warps, what colours change, what animals, people or weird objects fly in and jump out of the space/place?(55 min) Work period: Give students their photocopied landscape images and continue distorting them. Have more copies available for students.(10min) Closer: Review content covered in today’s class. Discuss next day’s concepts. Exit slips: How has your realism drawing of outside become a dreamscape?

-pens-pencilsfelt markers-photocopies of artwork-erasers

exit slips juxtapositiondreamscape

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6. Reference to Personal Context-Materials, Techniques, Processes

Q: How can we transform our drawings into dreams or fantasies?

-develop and create artwork for project-make informed choices about strategies, devices, EPAD to help them express fantasy or dream transformations of their artwork-describe their work, process, ideas, decisions to teacher

(5 min) Hook/ Intro: Compliment students on their artwork and progress. Show class examples. Remind students what step of the project they are on, what they are doing today and what the bigger picture of the project is.(10min.) Lecture + present: we practiced making our drawings surreal, now it’s time to move onto our good copies. Explain this step to students. Show surrealist pen illustration images and highlight effective use of pen as a material.(50min) work period: students work on their artwork(10min) Closer: Review project theme and vocabulary. Review content covered in today’s class. Discuss next day’s class.

-surrealist pen illustration images/examples-pens-erasers-student artwork

-student classroom habits-reviewing student artworks during and at end of class -participation during instructional periods

craftsmanshipaccuracy-shapeform-compositionbalance

7-9-Work Period

Q. How can we transform our drawings into dreams or fantasies?

-develop and create artwork for project-make informed choices about strategies, devices, EPAD to help them express a mood, feeling, idea in their portrait-describe their work, process, ideas, decisions to teacher-Identify, Analyze, and evaluate a variety of image-development techniques and design strategies as used by self, peers, and others.-Understand the expectations and conduct of a class critique

(5 min) Hook/ Intro: Compliment students on their artwork and progress. Show class examples. Remind students what step of the project they are on, what they are doing today and what the bigger picture of the project is.(55min.) Studio Time: work on artwork (15 min) mid way class gallery walk and glow/grow formative peer/self assessments(15min) Lecture: on expectations, conduct of next day’s in class critique(10min) Closer: Review project theme and vocabulary. Discuss next day’s concepts. Go over rubric expectations and remind students of expectations for last days’ class in classes 8 and 9.

-surrealist pen illustration images/examples-pens-erasers-student artwork

-teacher circulate through students and ask them to describe their project status-glow/grow sheets

10. Class Critique, Self & Peer Assessment

-Communicate constructive feedback for their peers during critique-Complete their self and peer assessment forms-Submit artwork and assessment sheet for teacher assessment.

(5 min) Hook: Describe what is being covered in today’s class. (10 min) set up: put away art materials and set up classroom for gallery critique (40min.) Gallery Critique: students participate and display their work (15min.) Complete self and peer assessment forms (10min) Closer: thank students for participation in project. Teacher briefs students on next project.(5 min): Students build class rapport with flexible remaining class time - students play music, have snacks together.

-critique Handout-assessment sheet(see page 8 of combined unit organizer)

-critique form-assessment sheet-finished student artwork

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PLO’sGRADE 8CONTEXT: CREATING COMMUNICATING- create images that incorporate stylistic elementsfrom various artists, movements,and periods

VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN- evaluate personal use of theelements and principles of art anddesign-create 2-D and 3-D images that:deliberately employ physical andexpressive qualities of the visualelements and principles of art anddesign to create an effect or mood

MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING)- evaluate the effectiveness of the useof particular materials and processes

- demonstrate respect for their workand the work of others

- critique their own work and that ofothers

- evaluate the effectiveness of the useof particular materials and processes

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GRADE 9/10CONTEXT: CREATING COMMUNICATING-create images that synthesize the characteristicsof other artists, movements, andperiods through experimentationwith a variety of styles

VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN-evaluate the use of the visualelements and the principles of artand design in their own images andin the images of others- demonstrate an awareness of thequalities of particular elements andprinciples of art and design

MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING) - apply vocabulary for materials,processes, and technologies used in2-D and 3-D image development

- critique their own work and that ofothers with respect to how theproperties and uses of materials,technologies, and processescontribute to conveying meaningand achieving purpose

- evaluate personal use of theelements and principles of art anddesign

UNIT: FANTASY & REALITY | PROJECT 2: YOUR FANTASY PLACEName_______________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

IN THIS PROJECT: we are going to create landscapes based on Surrealism and featured landscapes by Salvador Dali. We are going to explore the what juxtaposition means in art and use it effectively in our artwork. Your finished artwork will be a 8.5x11 inch illustration.

WHAT TO EXPECT: 1. Gain inspiration and learn Surrealist compositional elements (foreground, middle ground, background and perspective) and distortion devices (scale, drips, melting, colour, realism, odd objects) of landscapes by investigating Salvador Dali’s landscapes. 2. Practice drawing from Surrealist landscapes by using pens and felt markers to draw like Salvador Dali.3. Get ready to go outside! We are going to practice our landscape drawing outside on the school grounds. 5. Create your own Surrealist landscape with pens, pencils and markers!

TIMELINE: 23/03/15-17/04/15

CRITERIA: You will be marked on a 1-4 scale, on the 5 points in the table below, with a total mark out of 20. Criteria within each point is listed to explain in further detail what you are being marked on, or what you are marking on. Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak

Image Development Strategies

Principles/Elements of Art & Design

Use of Materials, Technologies and Processes

Reference To Personal Context

Classroom Habits

TOTAL: /20

You can always speak with the teacher if you have any questions!

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Salvador Dali

Project 2: Your Fantasy Place | Glow & Grow! Self + Peer Walk-Around CritiqueName_______________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

Project Number:

Two Glows... (compliments)

Your Name:

...and a Grows (things to work on)

1.

2

1

1.

2

1

1.

2

1

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PROJECT 2: YOUR FANTASY PLACE - EVALUATION SHEETName_______________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

Directions: This form is designed to help you evaluate your own work, peer’s work or group’s work. Read the statements below. Then indicate the number from the following scale that reflects your assessment. You will be marked out of 5 on each of the 6 highlighted points. Criteria within each point is listed to explain in further detail what you are being marked on, or what you are marking on. Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak

1. Image Development Strategies - effective use of juxtaposition and Surrealist distortion devices - scale, size, drips, melting, realism and non real imagery

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

2. Principles/Elements of Art & Design: effective use of foreground, middle ground, background and perspective in artwork composition


3. Use of Materials and Processes - demonstrates craftsmanship, accuracy and exploration with felt markers in colour exercises and uses clean and accurate lines, shapes with pen


4. Reference To Personal Context - identifying and describing how student artwork displays a dream or a fantasy


5. Classroom Habits - punctuality, clean up, participation, appropriate use of mobile device, appropriate use of class time (doing homework in class)


TOTAL: /20

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name__________________ Project 2: Your Fantasy Place - Rubric TOTAL: /20Category Exceeding Expectations Meeting Expectations Almost Meeting Expectations Not Yet Meeting Expectations

Image Development Strategies /4

Consistent effective use of appropriation and Expressionism portraiture devices to express their personal reference context.

Frequent effective use of appropriation and Expressionism portraiture devices to express their personal reference context.

Shows an attempt to effectively use of appropriation and Expressionism portraiture devices to express their personal reference context.

Rarely shows an attempt to effective use of appropriation and Expressionism portraiture devices to express their personal reference context.

Principles/ Elements of Art & Design/4

Consistently demonstrates use of emphasis, balance, color, value to design their artwork.

Uses 1-2 of the following: emphasis, balance, color, value to design their artwork.

Shows an attempt to use emphasis, balance, color, value to design their artwork.

Rarely shows evidence of attempting to use emphasis, balance, color, value to design their artwork.

Use of Materials, Technologies and Processes /4

Consistently uses craftsmanship, accuracy and exploration with makers, pencil and ink pens materials in artwork’s composition.

Uses 1-2 of the following in their composition: craftsmanship, accuracy and exploration with makers, pencil and ink pens.

Shows an attempt to use craftsmanship, accuracy and exploration with makers, pencil and ink pens - materials in artwork’s composition.

Rarely shows evidence of attempting to use craftsmanship, accuracy and exploration with makers, pencil and ink pens - materials in artwork’s composition.

Reference To Personal Context /4

Consistently able to convey to how artwork communicates an identified mood, thought, expression or feeling.

Frequently able to convey to how artwork communicates an identified mood, thought, expression or feeling.

Shows an attempt to convey to how artwork communicates an identified mood, thought, expression or feeling.

Rarely able to convey to how artwork communicates an identified mood, thought, expression or feeling.

Classroom Habits /4

Consistently demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time.

Frequently demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time,

Occasionally demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time.

Rarely demonstrating punctuality, responsible with studio time, clean up, participation in learning activities , appropriate use of mobile device and in class work time.

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Surrealist LandscapesTeacher: Ms. Rubin (on behalf of Ms. Smith)In this project students, worked liked Surrealist artists and explored the realms of fantasy and reality to achieve one of a kind surrealist landscapes. Students learned that by taking real objects and real places, and giving them a twist, their creative opportunities are limitless! Students applied Surrealist distortion techniques with compositional knowledge of foreground, middle ground and background to develop a plan for their artwork. Finally, students let their artwork grow into magnificent ink drawings full of skilled mark making.

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