Textured Dreamscapes

Theme Surrealism Grade Level Early Sr High, Late Sr High Class Size 10 Time 50 min

National Visual Arts Standards 9-12 P 1.b. 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.b. Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts 9-12 A 2. d. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Illinois State Goals, Learning Standards and Benchmarks 25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning. 26.B.4d Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research, and problem solving.  Comprehensive Components Addressed: HC, AC, PF, AM Domains Addressed C4, C5, C6

OVERVIEW Students will learn about surrealism and automatic drawing. The artist Max Ernst will be introduced as they learn about his influences and find connection between his work and his biographical history. Then they will look at a variety of examples of artwork that involve texture and rubbings to determine how the texture defines the work. The students will make their own landscape or abstraction using a variety of textures to make rubbing from, and a variety of media.

RATIONALE By learning about surrealism students will understand a couple different ways of working including automatic drawing and textured drawing. Surrealism is an important movement to know because there were several different concepts involved that can be applied to many different types of art making.

Art Making Processes and Techniques  Painting  Drawing  Rubbings Visual Art Concepts Addressed  Texture  Surrealism Student Pre-Requisite Skills/Knowledge  Basic drawing and painting skills Instructional Methods  Teacher presentation  Demonstration  Class discussion  Independent student work

LESSON OBJECTIVES As a result of this lesson, students will be able to: Historical/Cultural  Students will verbally decide in at least 3 sentences how Max Ernst’s interest in psychology and involvement in World War I influenced his artwork. Art Criticism  Students will verbally determine in at least 2 sentences how texture has defined the artwork. 25.A.5, C4 Philosophical Frame  Students will first name their favorite medium to work in and verbally evaluate in 2 sentences how important the themes talked about including surrealism, texture, or automatic work is to their own art work. 9-12 (A) 2d, C6 Art Making  Students will create a landscape or abstract painting/drawing at least 12”x12” using at least 5 different textures. 26.B.4d, 9-12(P) 1b, C5

TEACHER MATERIALS  Laptop with PowerPoint presentation STUDENT MATERIALS  Heavy drawing Paper  Assortment of textured materials Graphite Plastic Texture Sheets Charcoal o Corrugated Cardboard Oil pastels Shells Acrylic Paint – A bottle each of blue, red, Rocks and yellow Tree bark Small plastic bowls – 6 enough for primary Aluminum Foil and secondary colors Basket Small sponges – 6 one for each color of Sandpaper paint Assortment of Colored Construction paper

VOCABULARY  Surrealism – Art movement featuring surprise, automatic work, dream like content, contrasting elements, psychological effects  Automatic drawing – Working from the subconscious, trying not to think as little about the product or process as possible

ARTISTS  Max Ernst

LESSON ACTIVITIES (Remember that Historical/Cultural, Art Criticism, Philosophical Frames and Art Making can be taught in any order all throughout this lesson. There is no set sequence of activity. Arrange the learning activities to best meet your objectives and engage students actively!) Set Induction T i m e  The teacher will start by showing artwork done by mentally ill patients focusing on 5 works that relate to surrealism.  Ask students if they know of any art movement that is similar in many ways.  Ask if they know what surrealism and automatic drawing are. Instruction T i m e  Show images of surrealist paintings that are similar to the mentally ill patient drawings 5 and one by max Ernst that is similar with less texture.  Start talking about Max Ernst. o Very early in his life he visited asylums to study art done by mentally ill patients o Also studied psychology in school 5 o Fought in World War I  Show examples of work. Starting with work that does not relate to textured work but still surrealist.  Ask students how his history could have influenced the work. (HC) 3  After showing more examples ask students how the texture has defined the artwork. 0 (AC)  Introduce the art making activity. Show the variety of materials that can be used to replicate the texture. Show examples and demonstrate easy ways to rub the texture. Show how paint can be used with sponges. Lesson Closure T i m e  Students will determine how the concepts discussed relate to their own work and their 5 evaluations of them. Independent Practice/Homework

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS Adaptations and Accommodations  Enrichment and Extensions  Activity for Early Finishers  The teacher will have several random words including themes, adjectives, animals etc. printed out on little strips of paper and the student will pick them randomly to draw automatically about.

OBJECTIVE-DRIVEN ASSESSMENTS Historical/Cultural  Students verbally decided in at least 3 sentences how Max Ernst’s interest in psychology and involvement in World War I influenced his artwork. Art Criticism  Students verbally determined in at least 2 sentences how texture defined the artwork that was presented. Philosophical Frame  Students first named their favorite medium to work in and verbally evaluated in 2 sentences how important the themes talked about including surrealism, texture, or automatic work is to their own art work. Art Making  Students create a landscape or abstract painting/drawing at least 12”x12” using at least 5 different textures.

INTERDISCIPLINARY CONNECTIONS  Psychology

REFERENCES Insane Art of the Mentally Ill | English Russia. (2012, June 1). Retrieved from http://englishrussia.com/2012/06/01/insane-art-of-the-mentally-ill/

Max Ernst (German artist) -- Encyclopedia Britannica. (n.d.). Retrieved from http://www.britannica.com/EBchecked/topic/191745/Max-Ernst

* Developed and written by (Andrew Adamczewski), Art Education, Illinois State University, 2012 *