Introduction: This three week unit plan is designed for students in advanced high school art or AP art. It may

be adapted with different rubrics to accommodate beginning art class, as well as more simplified

and age appropriate readings to fit the needs of younger students. The Surreal Exploration unit

is a backwards built inquiry unit

plan to activate student

engagement with guiding

questions that provoke deeper

thinking. Rather than having a

heavy focus on the history of

Surrealism, there will be personal

reflection on essential questions

like: What makes something

Surreal? What really is impossible?

What is actually real? And ultimately: What is reality?

Here you will find four daily lesson plans that use traditional readings, as well as visual and

multimedia readings to enhance student’s literacy in the visual arts. By using current events and

personal connections to grab student’s attention we will expand student’s knowledge and

understanding of Surrealism to push them from their first ideas into their best ideas. Individual

growth will be assessed and through their final project. The final project will be completed on an

8 x 10 inch Stonehenge paper and will require approximately ten to 12 hours of production time

in class.

Surreal Exploration

A High School Inquiry Unit Plan on Surrealism Created By: Abigail Serafin

Figure 1: Student Example, Colored Pencil on Paper, 2015

“Surreal Exploration” 3 Week Unit Plan Curriculum Map: High School

Essential Questions

Content Skills Learning/ Teaching Strategies

Assessment

Day One How has technology changed our reality? Will technology ever stop changing our reality? Is the future of our world surreal to you? When has the reality of our world felt surreal to you?

5.1 Speculate on

how advances in technology might change the definition and function of the visual arts. 5.4 Investigate

and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.

Students will be able to define surreal in the traditional tense. Students will think creatively and apply the meaning of surreal to the world we live in.

Facilitate an organic conversation revolving around reality and technology. Assist to encourage students to read the visual art works in each reading.

Verbal in class discussion and participation in small groups and with entire class. Exit Ticket: Short essay response- 2 paragraphs. (10 points)

Day Two

How do we know something is real? Is an event real if only one person experiences it?

3.1 Identify

contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

Students will read the film Alice in Wonderland and discuss in small groups the social norms of reality.

Predetermine clips of Alice in Wonderland. Review the Questioning Circle worksheet for clarification.

Completion of graphic organizer in small groups. (10 points) Answer one of two individual short essay questions. (10 points)

Day Three

What is impossible? What is surreal? How can I use surreal elements to intrigue viewers?

1.1 Analyze and

discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

Students will draw and distort an object or landscape to transform it from society’s belief of reality into a surreal entity.

Allow students to inquire independently on reality, offering assistance and guidance to those who are struggling with the concept.

Four Square worksheet completed with notes. (10 points)

Day Four What is a successful visual representation of something surreal? What pushes reality?

1.2 Discuss a

series of their original works of art, using the appropriate vocabulary of art. 1.3 Analyze their

works of art as to personal direction and style.

Students will evaluate and write about peer art work, to assist in the direction taken for their final projects.

Facilitate the class rotation schedule for written artist critiques. Discuss the direction of each final project.

Written artist critique statements. Two per rotation. (10 points)

Final Project

What is reality? Does your original work create a new reality for viewers to see into?

2.1 Create original

works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

Students will understand that reality is an elastic concept that can shift due to numerous factors.

Provide guidance and offer advice during the transformation of the original sketch to the final project.

(20 points each) Design Time Management Craftsmanship Creativity Development

Lesson Plan One

Day One- Inquiry Readings

Content-

Students will read the first

article, "Early Venice

Standouts Build a Brighter

Future” by M. Edwards, which

revolves around droneports showcased at the

15th International Architecture Exhibition at La Biennale di Venezia. Students will inquire how

technology has changed our culture and reality in the last century through small group

discussions and individual reflections. The second reading involves a deeper analysis of artwork

by Benjamin Burkard, used to inquire about how man, machine and technology will continue our

world and reality in the next one hundred years. In a full class inquiry we will attempt to define

what is impossible, what is real and what it means to have something be surreal.

Daily Learning Target and State Content Standards-

During the period, students will relate and apply technology to their understanding of reality by

evidence of completing the first reading individually and entering in small group discussions to

answer the following questions on the board.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Speculate on how advances in technology might change the definition and

function of the visual arts.

Figure 2: Droneport "Early Venice Standouts Build a Brighter Future”

5.4 Investigate and report on the essential features of modern or emerging

technologies that affect or will affect visual artists and the definition of the visual

arts.

Timeline-

1. Introduce students to the idea of Surrealism.

2. Bring the essential questions we will be inquiring about through this unit to the forefront

of the lesson.

a. What is impossible?

b. What is real?

c. What is surreal?

d. How and when do our definitions of those change?

e. What is reality and who decides what it is?

3. Review the DLT for the day.

4. Handout the reading "Early Venice Standouts Build a Brighter Future” by M. Edwards

5. Ask students where they have heard the term drone. Open a class discussion on their

prior knowledge of drones.

6. Have students read the article then talk as a group on the following questions written on

the board:

a. Did you ever imagine when you were five that you could order something online

and it would be delivered by drone to your home in a matter of hours?

b. How has technology changed our reality?

c. Will technology ever stop changing our reality?

d. If someone eighty years ago saw the blueprints for this structure, would they

believe it was real or surreal?

7. Open group discussions up to the class to share ideas.

8. As a class read the online article "These Chaotic and Intricate Paintings Will Fascinate

Your Mind.”

9. As a class discuss the following questions:

a. What movies have you watched that talk about man and machine?

b. Do any of them remind you of this Burkard’s artwork?

c. Is his work more apocalyptic or fantasy?

d. If surrealism sometimes relates to dreams, would you say Burkard’s work is more

of a daydream or nightmare?

e. In the context of his work being a nightmare, who is it a nightmare for? Man?

Machine? Nature?

10. Last ten minutes of class, students will write a short response (two paragraphs) on lined

paper as an exit ticket answering: When has the reality of our world felt surreal to you?

Materials-

Printed copies of "Early Venice Standouts Build a Brighter Future” by M. Edwards

Lined paper

Pencil/ pen

Classroom projector

Internet access for "These Chaotic And Intricate Paintings Will Fascinate Your Mind”

White board and markers

Lesson Plan Two

Day Two- Reading the 1951 Film version of Alice in Wonderland

Content-

Students will watch predetermined clips (or the whole film, if class time allows) of Alice in

Wonderland. During the film students will read the style of the film and use the graphic organizer

provided to think critically about reality in relationship to Alice. Reading the movie as a text,

students will collaborate with those at their table to answer questions around their relationship to

the text and Alice, the relationship between Alice and the world and their own relationship to the

world in terms of reality. This ideally will guide students to understand how reality is determined

and if that matters. In terms of this movie an essential question might be: If only you and Alice

were the ones to experiences Wonderland, does that make it real? How many people must

experience something before it is a concrete part of reality? Can dreams be part of our reality?

Daily Learning

Target and State

Content Standards-

DLT: During the

period, students will

analyze the artistic

perception of Alice

in Wonderland by

completing the

graphic organizer in

small groups.

Figure 3: Alice in Wonderland 1951

3.0 HISTORICAL AND CULTURAL CONTEXT

3.1 Identify contemporary styles and discuss the diverse social, economic, and political

developments reflected in the works of art examined.

Timeline-

1. Ask students if they have ever seen Alice in Wonderland.

2. Start a discussion around surreal

elements of Alice in Wonderland.

3. Review the DLT.

4. Handout the graphic organizer to each

student.

5. Review the graphic organizer with

students.

6. Play the movie or predetermined clips.

7. Have students fill out the graphic

organizer during the class.

8. Allow student discourse during the film.

Materials-

Alice in Wonderland

A device that will allow students to view the film

Graphic organizer (class set)

Figure 4: Teacher Example, Questioning Circle Worksheet for Alice in Wonderland, 2016

Questioning Circle for Alice in Wonderland Name: Instructions: Use the spaces created by the circle to write questions and answers that inquire about their

relationships. Describe on the lines below one a single still-frame of Alice in Wonderland that you believes encapsulates a surreal moment.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Alice in Wonderland Me

The World

Lesson Plan Three

Day Three- Four-Square Worksheet

Content-

Students will use the Four-Square Worksheet to sketch out four ideas for their final project. The

compositions will be annotated to help their peers understand the blueprints to their

commentary on reality. Each composition should utilize the principles of design and help the

viewer decipher between reality and the impossible to create a surreal moment. The sketches

could be a product designed for the near future, like the Droneport in lesson one, or a warning

of an apocalypse like the paintings by Benjamin Burkard, or perhaps a fantasy world like Alice in

Wonderland. If students choose to draw a landscape like one in Alice in Wonderland, they

should be warned not to incorporate every aspect of the fantasy land in one image. Alice in

Wonderland was a film, much different than a single image, which used multiple shots of simple

objects and settings to reveal a complex world. Students will have to problem solve, distort and

use interesting perspective to accomplish expressive content.

Daily Learning Target and State Content Standards-

DLT: During the period, students will draw and describe surreal works of art by evidence of

creating four individual sketches and annotating their images.

1.0 ARTISTIC PERCEPTION

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color,

scale, expressive content, and real versus virtual in works of art.

Timeline-

1. Review the Questioning Circle worksheet from the previous day.

2. Allow for open or private discussions of essential questions.

3. Review the DLT.

4. Hand out the Four-Square Worksheet

5. Review the instructions on the worksheet.

6. Allow for questions that need clarification.

7. Students should work independently on the Four-Square worksheet.

8. Allow student discourse to continue while students work.

Materials-

Pencils

Erasers

Four-Square Sketch Worksheet

Figure 6: Student example, Ink on paper, 2014

Figure 5: Student example, Graphite on paper, 2014

Surreal Four-Square Brainstorming Worksheet Name: Instructions: Use the four squares below to draw out at least four different compositions that have a surreal

design. One of these four will be developed into a final 8x10 project for this surreal unit. You make create either a surreal creature, object or landscape that intrigues the viewer to look closer and decided for themselves if the drawing fits in with their own ideas of reality. The project could be a product designed for the near future, like the Droneport we read about, or a warning of an apocalypse like the paintings by Benjamin Burkard, or a fantasy world like Alice in Wonderland. Remember if you choose to draw a landscape like one in Alice in Wonderland, do not try to incorporate every aspect of the fantasy land in one image. Alice in Wonderland was a film, much different than a single image, which used multiple shots of simple objects and settings to reveal a complex world. Think simple in order to create BIG! Use the margins to annotate your drawings for other students to understand. Complete by the next class period.

Lesson Plan Four

Day Four- Class Critiques

Content-

Students will evaluate the work of their peers through a class art critique done both through

writing and participating in a whole-class discussion. Students will rotate around the classroom,

any given amount of times, as determined by the teacher (five to six rotations are

recommended.) During each rotation students will need to list one positive aspect that is

working on their classmate’s Surreal Four-Square Brainstorming Worksheet and one aspect that

needs to be improved. Students will analyze the work of their peer thoughtfully and respectfully

using their visual art vocabulary to give critical feedback. The written responses will be recorded

on the back of the worksheet they are examining so the artist may have the feedback

immediately. The class will then walk around the room together, table by table, to help decided

the direction each artist should take for their final project.

Daily Learning Target and State Content Standards-

DLT: During the period, students will evaluate peer art work, by evidence of giving two pieces of

written feedback during each rotation.

1.0 ARTISTIC PERCEPTION

1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.

1.3 Analyze their works of art as to personal direction and style.

Timeline-

1. Have students take out their Surreal Four-Square Brainstorming Worksheet and pen.

2. Review the DLT.

3. Review appropriate visual language for artist critiques.

4. Have students move to different tables and leave their own worksheet at their seat.

5. Time student rotations as needed.

6. Rotate five to six times or at the instructor’s digression.

7. Allow student to review the comments left on their own worksheet.

8. The class as a whole will help the artist decide which sketch will work as a final project.

9. Put a star sticker on the selected sketch.

Materials-

Surreal Four-Square Brainstorming Worksheet

Pencil/ pen

Star stickers

Cumulative Assessment

Final Project

Content-

Students will select from their

working sketches one design

that thoroughly explores the

principals of Surrealism. They

will be creating an 8x10

colored pencil drawing on

paper over the course of two to

two and a half weeks

(approximately 10-12 hours of

in class work.) The final project

needs to encompass elements

of Surrealism in either a

landscapes or simple subject

matter. Students will use the

current articles they read about on artist around the

world that are using a surrealist approach to create or critique emerging technologies. They will

be focusing on the essential question: What is reality? Students will reflect on how technologies

have already changed the public view of reality in the last century and how they might change

again in the coming one. Exploring the surreal world will help them to think more creatively and

critically about how dreams and the abnormal work their way into our own accumulative reality

with the innovative art process.

Figure 7: Student Work, Colored Pencil on Paper, 2014

Daily Learning Target and State Content Standards-

DLT: During the period, students will synthesize their own visual reflection of Surrealism by

evidence of creating a well rendered composition with content that tests our society’s view on

reality on an 8 x 10 inch paper.

2.0 CREATIVE EXPRESSION

2.1 Create original works of art of increasing complexity and skill in a variety of

media that reflect their feelings and points of view.

Timeline-

Students will work independently on their projects from the beginning of class till the end

Students are allowed to engage in student discourse throughout class, but should remain on

task to complete their project in a timely fashion.

Materials-

Sketch paper/ journals

Pencils (HB)

Colored pencils (Prismacolor preferred.)

Hand-held pencil sharpeners

Erasers

Drawing paper cut 8 x 10 inches

Four-Square worksheets

Written critiques for suggestions on designs

Student copies of Cumulative Assessment Criteria

Cumulative Assessment Criteria-

Design and Surrealism: The design of the final project must utilize the principles of design and

the elements of art. A distinct color scheme has been chosen that assists to push the piece to a

more advanced level. The colored pencil drawing explores surreal elements in either a

landscape, portrait or single subject drawing. The design and surrealist elements should have a

focus on what reality means, and how it can change.

Class time Management: Effort towards the project in class was evident and the student used

their time wisely to be productive and reach the deadline. The student was prepared with the

necessary materials each day and a minimum of 10 hours of work is evident in their piece.

Students participated in the class discussions that helped gear the project to a deeper level of

thinking at the beginning of the unit.

Craftsmanship: Demonstration is evident of a high quality level and mastery of the techniques

required for the project such as layering of colored pencils, value and form. There are no

unwanted tears or marks on the paper that can be distracting for the viewer.

Creativity and Originality: The project demonstrates an original idea and concept. The artwork is

unique and shows individual expression.

Project Development and Process: Five or more ideas were originally sketched out to ensure

that the best idea was chosen for the project and not the “first” idea. The students read and

considered the readings before the project was started and answered the questions thoughtfully

and thoroughly to help develop their work and concept ideas.

Rubric-

Rubric Grading Scale

Excellent (20 points)

Strong (18 points)

Average (15 points)

Needs Improvement (13 points)

Unsatisfactory (10)

Design and Surrealism

Class time Management

Craftsmanship

Creativity and Originality

Project Development and Process

Reflection

Surrealism is something I find to be exciting and compelling but to make my students

see it that way was not that simple last year. Last year beginning art students were only

required to do a surreal drawing in their sketchbooks for homework. Many of the drawings I saw

repeated one another because students were coping images from the internet, which is a form

of plagiarism and very upsetting to me, not only because it was unethical to take another artist’s

original idea, but because they were doing so out of lack of creativity. My advanced art students

at the same time were working on surreal landscapes during class. I was also disappointed with

the majority of class art work produced in the two week period. Most of their projects look the

same, just like those in beginning art. Because student’s had a strong personal connection to

Alice in Wonderland, they ignored by guidance to follow artist like Salvador Dali, René Magritte

and Max Ernst.

Reflecting on my failure to inspire students to create new and original works, I took the

advice of Boyd and Tochelli and connected my students to current events and materials that

they had a personal connections with. I chose my articles carefully to be intriguing in design

aspects for the project, as well as relatable to students. Taking the Wilhelm approach to

backwards lesson planning I was able to come up with key concepts I need wanted to cover

with students and the essential questions we should be exploring through our readings and art

work. The final project with guidelines was mapped out and the baby steps to get students to

the end goal were then planned out through the use of graphic organizers and collaboration. I

am particularly excited to have the whole class critique the preliminary sketches for the project

to help decide where to take each student’s final project. This is something I have never done in

class before and may be a new tactic to implement in all project.

Since Surrealism is one of my favorite art movements and a topic I love to experiment

with in my own artwork, I am excited to use this new unit plan to have students engage deeper

in the idea of what is impossible, what is surreal and what is reality? The inquiry approach to

teaching and the literary elements on current events will hopefully expand their minds on new

and original ideas to create surreal objects and settings. I definitely think having the students

work in small groups to brainstorm will help them evolve from their first idea into their best ideas.

Bibliography

Boyd, F. & Tochelli, A. (2014). Multimodality and Literacy Learning: Integrating the common

core state standards for English language arts. In Hinchman, K. & Sheridan-Thomas, H. (Eds.)

Best Practices in Adolescent Literacy Instruction (2nd ed.), New York, NY: Guilford Press.

Wilhelm, J. (2007). Engaging Readers & Writers Inquiry. New York, NY: Scholastic.

Edwards, Meghan. "Early Venice Standouts Build a Brighter Future." Interior Design. Interior

Design, 01 June 2016. Web. 10 June 2016.

"These Chaotic And Intricate Paintings Will Fascinate Your Mind." So Bad So Good RSS. N.p.,

n.d. Web. 10 June 2016.

Alice in Wonderland. Dir. Tim Burton. Perf. Johnny Depp. Disney Enterprises, 2010. DVD.

Disney, Walt. "Alice In Wonderland 1951 [ FULL HD]." YouTube. YouTube, 2016. Web. 10 June

2016.